Resume and Background Information

I Come From CARI Test    Gardner’s Multiple Intelligence’s    Poe--Tell Tale Heart Test    Shakespeare Test   

Textbook Activity Guide    Technology Journal    Written Reflections   Anticipation Guide 


Becoming American

My home is not like my friends’
Momma and Poppa tell lots of lies
                                             We’re taught that lying is bad
I wonder, “¿Por qué?”
                                           Are Momma and Poppa bad?
I have special classes because of the way I talk                                      
NO SCHOOL TODAY!
                                      We stand in a crowd with big signs instead.
“Get out!  You’re not wanted here!” They scream at us.
But I’m American
                                     Why?
Why don’t I fit in?
Why do they hate us?
Why must we always run and hide?
Why can’t we have a slice of that American Pie?

Why?! 
Rights without sacrifice
Fan fires of rage!
Opportunities ignored
Turning one’s back to the world for this land of the free
Tick, tock, tick, tock
Study, work, eat, sleep,
Study, work, eat, sleep,
Tick, tock, tick, tock
No light at the end of the tunnel
NO ONE handed me my citizenship.
I EARNED IT!
        Waltz in here wanting it served on a silver platter. 
TO BAD!
Freedom don’t come easy.
You have to fight for it!
JUST LIKE I DID!

Immigrants!  No more!
Get ‘em outta ‘ere!
Takin’ ‘way work from us ‘onest ‘mericans
If ya ain’t born ‘ere ya don’t belong
GET OUT!  The lot of ya!
We’re here first!

You were here first?
Yeah, right.
The lion fighting the cougar for the wolf’s den
Lion King sends wolves to barren lands
“Live off it, like your ancestors.”
Our Huka selected fertile soil
They knew how to find fertile soil that could truly be worked. 
You’ve destroyed our tribes, all of them. 
When we fought
It was hand to hand, Man to Man!

Hey man doncha count me in that.
Kunta Kinte had no say
Our heritage’s stolen too
That kinds been takin’ not givin’
Karma’s time is coming man.
Gonna take back what they stole.

Pandora’s box opened
Gotta find a way to close it.
Sifting through the quagmire
This Great Nation holds some wonders
But freedom for all?
The forefathers had some ponderous ideals
Maybe someday
Maybe someway

My heart is his pain.
My reason her anger
My patriotism bleeds for him
My soul weeps at the sea of injustices
Lost and wandering ships at sea
No light to guide them
So much suffering
So much pain

God give them an answer
This isn’t working
Freedom shouldn’t tear people apart
Somehow there must be a way
A REALISTIC way
Respect
Compassion
Together

Judith M.
* huen - kah
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Anticipation Guide

William Shakespeare: Hamlet

by Judy Matela

Directions: Before you read Hamlet, read the statements below and check those with which you agree in column A. After we have finished reading Hamlet record your responses in column B.

A. Before Reading

Statements with which you agree or disagree.

B. After Reading

 

1. Shakespeare wrote Hamlet in iambic pentameter.

 
 

2. Iambic pentameter is a rhythm sequence of da DAH, da DAH, da DAH, da DAH, da DAH.

 
 

3.Shakespeare is German.

 
 

4. One of the most famous soliloquies in Hamlet begins with the stanza, "To be or not to be."

 

 

 

5. A soliloquy is when a character in a play speaks directly to just one other character in a play.

 
 

6. The concept of a play within a play shows the audience that one purpose of the play is to see the reaction of the audience.

 
 

7.The difference between a comedy and a tragedy is that a comedy ends with everyone happy and a tragedy ends with everyone sad.

 
 

8.Hamlet is a story of a tormented man.

 
 

9. The ghost of Hamlet’s father roams the castle because he misses his family.

 
 

10. Plays provide stage direction and always list who is speaking.

 
 

11. Plays differ from stories because plays are written to be acted out while stories are meant to be read alone.

 
 

12. Plays differ from stories because they lack character development.

 

 

 

 

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I Come From

I come from a rich Irish heritage,

Breeding a spirit that likes to be test.

I come from a brutal and broken marriage,

Still knowing, with my son, I am blest.

I come from solid, loving foundations.

Three older brothers look out for me,

Providing for my son, positive male relations.

A love of reading envelopes my family.

I come from a playful lot,

My mother, the oldest of nineteen.

A love of both hammer and cooking pot.

‘Tis fifteen years since my father we’ve seen.

Sad we were tending his memorial mass.

Nine grandchildren he shines through every Christmas.

                                                                                   Judy Matela

 

 

 

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CARI Test

By Judy Matela

EDA/R 341

Fall 2004

 

 

 

 

 

 

 

 

 

"The Tell Tale Heart"

by Edgar Allen Poe

Silently read the following short story, "The Tell Tale Heart." Once you have finished reading the story, read the directions below, and answer the questions. Please read all of the directions very carefully. You may refer to the short story at any point while taking this test.

I. In about 4-5 sentences respond to the following open-ended question:

A. Please explain what this story is about using your own words.

 _________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

__________________________________________________________________________________

 

II. Complete the following statements/answer the questions with the best possible answer. These questions are literal in nature so you will find the answers directly stated in the text:

A. Whom does the narrator refer to as villains at the end of the story?

_______________________________________________________________________________________

B. What is the Evil Eye?

________________________________________________________________________________________

C. The reason the narrator cites for committing murder is

________________________________________________________________________________________

III. The following questions are inferential in nature. Therefore, you must use both the information provided in the text and your own personal background knowledge:

A. Describe some of the literary elements used by the author of this text?

______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

____________________________

 

B. What is an evil eye?

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

___________________________

 

 

IV. The following questions are regarding the vocabulary used in this story. Please define each word or phrase using your own words.

A. A death watch is:

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_________________________________

B. Someone who has sagacity:

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_________________________________

C. Define vehemently.

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_________________________________

 

 

 

V. The following questions provide the opportunity for you to read beyond the words of the text and to examine the text with a critical eye. Feel free to state your opinions here but do remember to back up your statements with the text.

A. Do you consider this narrator to be reliable? Why or Why not?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_________________________________

B. What do you think of the mind that created such a work of fiction?

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________

C. Do you feel that the writings of fictional stories provide insight into the soul of the author? Why or why not?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_________________________________

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Gardner’s Multiple Intelligence’s

Judy Matela

September 2,2004

One of the methods to incorporate Gardner’s Multiple Intelligence theory into my classroom is to have my students work on video projects. Through this process the students will all have a set of rubrics to guide them in what they need to be concerned with for grading purpose’s. The student’s will grade themselves and their peers though my final assessment will determine their grade it will be with consideration of the grade’s they give themselves and that they receive from their peers. They will also have an opportunity to list what position each group member should have. There are a variety:

One member will be in charge of the story-board.

One member will be in charge of the script writing.

One member will be in charge of the setting.

One member will be in charge of the props.

One member will be in charge of the camcorder.

One member will be in charge of the sound effects.

One member will be in charge of the editing.

Every student must perform two of these duties. Therefore there will be some shared leadership roles here. The student in charge is simply the leader of the group during the given portion of the assignment.

Each student must work on all aspects of the project.

All students will perform at some point.

All students will direct a portion of the performance.

All students must use the camcorder at some point.

All students must use the iMAC software at some point.

I will examine their selections and based upon what each member lists and what I know of each student I will then make the assignments. This is a rather complex project and there are those students who would prefer to take a test than work on such a project. This is why there will also be a written test at the end of such projects as well. The concept is to allow the students to work with what mode they feel most comfortable with and still explore other avenues that they might not have attempted otherwise.

This project allows each student to develop their Intrapersonal Intelligence by selecting what they want to do and grading themselves. They develop their Spatial and Imaginative Intelligence through the selection of the short story, designing the script and storyboard. Their Interpersonal Intelligence is developed by working well with their peers and grading them. The Logical/Mathematical Intelligence is developed through creating the step by step storyboard, solving problems that they incur during the project, grading themselves and each other, and by using the camcorder. The develop their Musical Intelligence when editing the work by adding music or making certain that there is a rhythmic auditory flow. The Bodily Kinesthetic Intelligence is developed through the physical acting out of the project. The Linguistic Intelligence is developed through their selection of the work, writing the script, reading the script and designing the storyboard.

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Poe--Tell Tale Heart Test

As is standard procedure, turn page over and write your name on the back. This test is broken into 5 different sections. The first section is Matching worth 10 points-1 point per answer. The second section is True or False worth 6 points-2 points per answer. The third section is Completion worth 6 points-2 points per answer. The forth section is Multiple Choice worth 3 points-1 point per answer. The fifth section is the essay worth a total of 20 points refer to the rubric for the breakdown of how this will be graded. Carefully read all directions.

1. Matching (10 points)

Match the definition with the vocabulary word. Mark the number of the vocabulary word on the line to the left of the definition. Use each answer 1 time.

Answers

Definitions

Vocabulary words

A. To speak of or treat with scorn, scoff at.

1. Audacity

B. Fearlessly daring and bold.

2. Death Watches

C. Having or showing good judgement

3. Derision

D. Smoothly gracious in social manner.

4. Sagacity

E. A small piece of timber, especially one used as an upright in a building frame.

5. Scantlings

   

6. Suavity

   

7. Suppositions

   

8. Vehemently

Match the examples with the short story elements. Mark the number of the element on the line to the left of the example. Use each answer 1 time.

Answers

Examples

Short Story Elements

A. The description of the house.

1. Narrative Technique

B. The order in which things occur.

2. Foreshadowing

C. The story is told in the first person.

3.Style

D. "The Tell Tale Heart" is a macabre tale.

4. Plot

E. The sound of death watches and the old man’s death shortly thereafter.

5.Character Development

   

6.Setting

   

7. Alliteration

2. True or False (6 points)

Circle True or circle False as the answer to each of the following statements. If False please explain/correct:

A. True - or - False. The theme is an element of the short story.

B. True - or - False. The reader is certain that this story is being told from the confines of a hospital bed.

C. True - or - False. This story is being told by a sane and rational individual.

3. Completion (6 points)

Complete the following statements/answer the questions with the best possible answer:

A. The reason the narrator cites for committing murder is

___________________________________________________________________________

                    B. Whom does the narrator refer to as villains at the end of the story?

 

                 _____________________________________________________________________________

                    C. To disguise the real nature of is to                                                       

                     _____________________________________________________________________________________

 

4.Multiple Choice (3 points)

Please read each question carefully and be sure to read each answer before determining the correct answer and then record the appropriate number in the space provided.

A. An assumption or hypothesis is __________

1. a simulation

2. a supposition

3. a death watch

4. a gesticulation

5. a derision

 

B. The narrator relates a sound he hears to the sound of ____________ when enveloped in cotton.

1. a cicada

2. a cockroach

3. a cricket

4. a beetle

5. a dragonfly

 

C. When we examine the sanity of the narrator we are determining the story’s

1. Style.

2. Metaphor.

3. Theme.

4. Point of View.

5. Symbolism.

5. Essay

 

Please refer to the rubrics for how you will be graded on this portion of the test. Please write a well thought out response to the following question:

In the story, "The Tell Tale Heart," is the narrator reliable? Why or why not?

 

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Shakespeare Test

As is standard procedure, turn page over and write your name on the back. This test is broken into 3 different sections. The first section is Matching worth 10 points-1 point per answer. The second section is Completion worth 6 points-2 points per answer. The forth section is essay worth a total of 60 points, each essay is worth a total of 20 points refer to the rubric for the breakdown of how these will be graded. Carefully read all directions.

1. Matching (10 points)

Match the definition with the vocabulary word. Mark the number of the vocabulary word on the line to the left of the definition. Use each answer 1 time.

Answers

Definitions

Vocabulary words

A. Foreshadowing evil; ominous; sinister.

1. Entreat

B. To solicit or ask earnestly.

2. Vanquisher

C. Region.

3. Portentous

D. Meanly submissive to the will of another.

4. Climature

E. Propitious; of good omen; promising; favorable.

5. Auspicious

   

6. Obsequious

   

7. Soveriegnty

   

8. Dominions

Match the definition with the vocabulary word. Mark the number of the vocabulary word on the line to the left of the definition. Use each answer 1 time.

Answers

Definitions

Vocabulary words

A. 1. Raised to a high degree, to the extreme. 2. Inflamed with venereal appetite.

1. Appurtenance

B. Haughty, scornful rudeness.

2. Repugnant

C. That which relates or belongs to something else.

3.Rogue

D. Vagabond or tramp.

4. Contumely

E. Highly distasteful or disagreeable; repulsive.

5.Calumny

   

6.Ranker

   

7. Convocation

2 Completion (6 points)

Complete the following statements/answer the questions with the best possible answer:

A. The reason Hamlet is conflicted is

B. Who is Ophelia to Hamlet?

C. Hamlet is known as a tragedy. What is the difference between a comedy and a

tragedy?

 

3. Essay

Please refer to the rubrics for how you will be graded on this portion of the test. Please write a well thought out response to each of the following questions:

A. We have seen plays acted out on a stage and in film. We have also read the play, Hamlet, Prince of Denmark. Please compare and contrast these different modes of the genre of play.

B. Hamlet was written centuries ago. What undeniable truths in this play are still evident today?

C. Please describe the purpose of the play within the play of Hamlet. You may examine this from the perspective of why Hamlet wanted this particular play portrayed or why Shakespeare chose to do so.                                                                                                         

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Judy Matela

Fall 2004

Textbook Activity Guide

 

Directions: Work with your partner, group, and individually as specified to answer the following questions. Be sure to take notes throughout the assignment. Be prepared to discuss your findings with me via a scheduled conference.

Strategy codes:

RD® Read and discuss with partner.

Skim ® Read quickly skimming words to derive information requested.

WI ® Write an individual response.

WP ® Write a response with your partner.

MP® Create a visual map with partner.

DG ® Discuss with group

 

Self Monitoring codes:

 + I understand this information and can discuss it with confidence.

  x  I think I understand this information but am not confident to discuss it.

 ?  I do not understand this information fully and would like the opportunity to restudy or ask someone for assistance.

 

                    _____ 1. RD the first two paragraphs on pp1359-1360. This is your first impression of this

                    story. This sets the stage for what you are about to read. Discuss and predict with your

                    partner what your sense of this short story is so far.

_____2. Skim and MP pp1353-1357. This is background information on the author provided from another text. What are the major relationships in the author’s life? Create a map that depicts Edgar Allen Poe’s life and works.

_____3. RD, WP & DG the first two paragraphs on pp1359-1360. Read and discuss the perspective, which this story is being told. With your partner write your conclusions about the validity of this narrator. Discuss your results with your group.

                    ____4.Skim & WI entire short story pp.1359 - 1363. Locate and describe some of the different

                    literary components used in this short story. Particularly list your observations of the following: foreshadowing, setting,

                    characterization, narration, point-of-view, and symbolism.

_____5. Skim & WI entire short story pp.1359 - 1363. Locate and define the following vocabulary words: dissimulation, sagacity,

death watches, suppositions, scantlings, suavity, audacity, vehemently, gesticulations, derision, dissemble. (These are listed

                    in the order in which they appear in the text.)

_____6. Skim & MP entire short story pp.1359 - 1363. Skim the text for key turning points. Then create a timeline or map of the plot

of this story.

                    _____7. DG Entire story pp.1359 - 1363. Read the story and discuss with your group what the theme of the story is, comparing

                    it to movies and other stories you have read.

                    _____8. WP last 5 paragraphs, pp. 1362-1363. The fifth from the last paragraph begins with the sentence, "When I had made an

                    end of these labours, it was four o'clock -- still dark as midnight." With your partner write a police report taking on the roles of the

                    officer’s at the end of this story.

                    _____9. RD & DG Read paragraphs 4-11 on pp.1360-1362 . Beginning with the sentence, "Upon the eighth night I was more than      

                    usually cautious in opening the door." And ending with the sentence, "His eye would trouble me no more." Discuss with your partner

                    what the character of the old man must have experienced during this time. Then discuss with your group what it must be like.

                    _____10. RD the next to the last paragraph on pp. 1362-1363. Beginning with the sentence, "No doubt I now grew VERY pale; but I

                    talked more fluently, and with a heightened voice. Yet the sound increased – and what could I do?" Some of the words are in

                    all caps in this paragraph. Discuss with your partner why Poe would choose to do this in this particular segment of the text.

                    _____11. DG. pp.1353-1357. Save this question until you have answered the rest. Once you have read the story and responded to all

                     of the previous questions go back to the pages that provide background information on Poe. Discuss with your group the author,

                    what elements of his life can you correlate to this short story? Discuss with your group the mental state of the narrator and the author of

                     this text.

 

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Technology Journal.

My time spent on technology in the classroom has only been limited by my lack of a classroom. I shall begin by discussing my time spent at Exton Elementary School. This project is a collaborative one that incorporates both the regular Education Teacher, Mrs. Roth, and the Reading Specialist, Eileen Kean. After describing in detail, my time spent on this project, I will then describe my next most significant contribution of recording and editing a video for Susan Rueter. From here, I will briefly discuss the movies I made from the video which you, Jack Kinslow, recorded. I would like to wrap this up by mentioning a unit plan I designed and my observations of other English teachers use of technology.

The project at Exton Elementary School is one in which fourth grade students utilize Digital Video Cameras to make movies representing everyday heroes, a school theme they have been studying. This project initiated from a unit plan I originally designed for a ninth grade class. I adapted it to suit the needs here based upon the information I received from Eileen Kean. So far, it has consisted of my time spent at the school working with the students though they only spent one class period, a total of one hour, actually working with technology/taking videos. I have dedicated three class periods and plan on a fourth, during which time, the students will view their videos. Though I would have liked to have the students edit the videos themselves the time constraints for the classroom and the semester simply did not provide such an opportunity. Thanks to your assistance in this matter, I did not actually edit these videos myself. Instead, they have been edited by other graduate students. However, it is my understanding that they will require a few tweaks and I intend to dedicate at least one to two more hours editing these videos myself. This project began with my introducing the concept to the students. I brought with me, a video camera ,which I or Eileen, recorded the instructions the students were given along with some footage of the students actually working on the projects themselves. During the second class period, we introduced the camera people to the cameras that the school had available. It was at this time that I discovered that the video cameras were actually digital still cameras with the capacity to take videos but they lacked the memory cards necessary to make this project a success. That, in combination with the fact that each camera functioned differently, caused me to obtain video cameras from West Chester Universities Faculty Technology Center with the approval of Ellen Newcombe. Thanks to this cooperative effort, upon my return for the third class period, I managed to show all of the students how to utilize the same camera at one sitting. Therefore, I only needed explain the one style of camera to the group as a whole, providing detailed instruction wherever necessary. From here, the students broke into their groups and, with the assistance of Eileen Kean, Mrs. Roth, and you, we managed to obtain the footage needed during the one class period. A truly successful project, that we, Mrs. Roth, Eileen Kean, myself, and the students (you are welcome to join), intend to celebrate complete with snacks and a viewing of the completed videos themselves, most likely on Monday, December 21st. All in all, I consider this project to be a huge success. The time spent using technology can be estimated at 2 hours so far with an additional 2-3 hours by the time it is all said and done.

The next most significant contribution I made in a classroom is when I visited Academy Park High School to Digital Video Record Susan Rueter’s use of technology in her classroom. I noted the following upon entering her classroom. This is a math class that utilizes block scheduling. There are a laptop and printer positioned on a table next to Susan’s desk. All of the students have rather complex calculators. There is a white board in addition to the blackboard and the student’s poster-boards are hanging on the back wall. On her bulletin board, she has a variety of pictures of the girls’ Field Hockey Team. The rest of my time spent in this classroom I recorded Susan as she reviewed the students’ homework. When the students came across a problem that required more in depth instruction she had a student who obtained the correct answer come to the blackboard and write the problem out, step by step. From here the students continued to work from their books while Susan set up the overhead projector. She connected the overhead projector to her calculator, which is specially designed to link with the overhead in this fashion. Once the overhead is properly set up, she draws her students’ attention and begins to explain how they use these complex calculators to solve the problems by inputting the formula and then accessing it to input the data that their problems provide. It is really quite fascinating to watch. I obtained approximately one hours worth of footage which I then imported unto imovie and began to edit.

My first mistake, is when I simply imported the movie without starting a new project. So, I uploaded unto the imovie which was eventually wiped off of the computer. I was lucky enough to have completed the imovie and save it to my flash drive as a quick-time movie version that I could burn onto a CD. Editing this movie was rather time consuming. Just downloading the original footage took an hour. Then I began to edit out extraneous material until I had about two minutes forty-five seconds worth of material to work with. This process took about three hours. Once I had accomplished this I opted to add some title and end pages along with some music that I thought would be appropriate. Being as this is the first imovie I edited in a year, I stumbled through this process making errors and rectifying them throughout. In all, I spent about two more hours editing this to the point that it was viewable. From here I obtained a CD and proceeded to stumble through the process of converting the imovie to quick-time and saving it to both a CD and my hard drive. I am glad I thought of the hard drive. Upon viewing the CD version I despaired that the footage of the overhead projection was a white wash that represented very little except what the imagination could provide with the instruction of Susan as a guide. As a result, I determined that I needed to burn it to a DVD. However, the computer on which the file was located does not have a DVD burner. Due to time constraints, I attempted to burn a CD with a DVD quality movie. I put this aside and began working on the other movies at this time feeling I had rectified the situation as best as I could. The DVD version played back sporadic but at least you could see the overhead footage more clearly. In the end, it resulted in both versions being burned onto one CD and causing the CD to become corrupt. I attempted to return to the computer where I originally edited the imovie but it had been wiped off of the computer by that time. Hence my luck at having saved a copy to my flash drive. In the end, I burned this version onto a CD for Susan and apologized that I lost the DVD version. In all, I can estimate that this portion of the process required approximately one and a half hours to complete. This brings the grand total for this project to approximately eight and half hours.

By the time I had originally finished with editing Susan’s movie, the rest of the movies were ready and available for editing. Each of these movies had much less footage, ranging from two minutes to eight minutes. Between that and my improved knowledge of imovie I can estimate that it took approximately one hour to edit each of these subsequent imovies and burning them all onto CD required no more than one hour total for the lot. I am now considered the resident expert on imovie in the Faculty Technology Center. I truly enjoyed editing each of these subsequent imovies and am very glad for the experience. In each case, I did my best to create an image that suited the individual teacher. Upon handing them out to my fellow students, they profusely expressed their gratitude which made my weary body re-energized. Overall, this aspect of my technology use required approximately six hours.

Through my methods course I have designed a unit plan that incorporates technology and had the opportunity to witness teachers in the field using technology in their classrooms. First, there is the matter of the graphic map on the front page designed via Microsoft Word-perfect. This is shortly followed by a calendar I created by using a table format. The last preparatory process is the development of a variety of rubrics using rubistar for teachers, http://rubistar.4teachers.org/index.php.

The unit itself contains several lessons utilizing technology. Using an overhead at least two times as I’ve noted in my calendar though, possibly more frequently than that once I work out the specific lessons. There is also the matter of one lesson that will be held in the schools computer lab. I intend to have my students utilize the internet as a research resource, particularly the ERIC database. Through my observations at Marple Newtown High School, I had the opportunity to witness teachers using technology and they weren’t even aware that they had. In some cases, this was the mere matter of utilizing the computer systems to input their grades in a program similar to an excel program. They also printed out multiple copies of information via the internet for handouts in their class. I am uncertain of the number of copies per article so I am unable to comment on possible copyright infringements. I certainly hope that they are not breaking these laws. I am sure that if they are it is sheer oversight and nothing more. In another class, the teacher played the audio tape of the play the class was reading. Initially, he had attempted to have the students read aloud but that method proved unproductive. This is the low track class and some of the students have IEP’s though there are only a total of ten students in the class.

All in all I have throughly enjoyed my experiences with technology this semester and look forward to furthering my knowledge so that I might utilize it even more frequently in my classroom.

 

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Judith M. Matela

Spring 2004

Written Reflections

The diversity of knowledge I take with me from this class will impact my classroom teachings. I foresee utilizing much of what I have learned and hope to find the opportunity to read and learn a great deal more in my spare time.

Madeline Kingsbury presented the topic of teacher burnout. This is a great concern for me because I am new to teaching and do not wish to push myself to the point of burnout. One key thing I plan to implement is to develop positive relationships with the parents of each of my students through simple postcards and e-mails to keep them posted about how their child is progressing. If they do not have access to e-mail then I will either send home notes or make periodic phone calls. I also hope to establish positive relationships with my students. I plan on utilizing the methods of peer grading and peer teaching to accomplish this. I believe that this engages the students more and the class as a whole will push for all the students to stay on task. It is a way of using peer pressure in a positive manner. It should also remove some of the pressure from me and develop a positive classroom atmosphere for the students to work in.

Solomon Jones presented the effects of art and culture for students of at risk families–children who are more likely to have learning disabilities. Since I feel, all students will benefit from cultural diversity I intend to incorporate arts and culture in my lesson plans whenever viable. One method is to take the students on a field trip to the Mount Hope Estate where they have plays of Shakespeare, Dickens, and Poe portrayed at various times of the year. There are also a vast number of museums and cultural events that occur in the city of Philadelphia that would enhance the students interest and captivate their minds. I could easily incorporate a visit to the art museum and have the students write an essay of their experience while addressing the issues of cultural diversity based upon unit plan incorporating such topics. This would be very functional in an interdisciplinary approach.

Chris Dima presented the subject of internet-based learning. Upon reflection I have come to conclude that as much as I love technology and incorporating technology with learning I do not foresee entirely internet-based learning as either a positive or realistic concept for anyone other than adult students. Younger students, such as High School or Middle School, need the social interaction that occurs in a school. They are learning to develop relationships as well as

Academic learning. Internet-based learning is excellent for academic learning which is proven through the study that Chris Dima examines. However, social skills are of equal importance for a student to be successful in life. To me, preparing students for life is the ultimate goal of teaching. To prepare students for the lives that they will lead once they leave the classroom and set out to make their stance in life. I will most certainly use the internet through at least one Web Quest that my students learn through. But that would be group-based and it would also only be a portion of the curriculum. There are far too many other significant aspects of learning that would slip by the wayside if we turned all of our classrooms into internet classrooms with everyone working from their own home.

Jen Caputo’s research on the effectiveness of Graphic Organizers is a very interesting matter to me. I am very interested in integrating technology into my curriculum. I feel that Jen makes an excellent suggestion regarding the students creating their own graphic organizers as a method of assisting with retention. I believe the use of a pre lesson graphic organizer would benefit the students in regards to grabbing their attention and helping them to focus on the lesson. However, I do feel that it would be most beneficial to have the students work together as a group when developing their graphic organizers and I would then present each one via an overhead demonstration and ask each group to describe what their organizer represents. I believe that when used appropriately this is an excellent method for assisting in the students’ ability to comprehend and retain their knowledge.

Jamie La Spina’s research examines the effectiveness of kinesthetic learning. The main thing I take from this research is the concept that we should all always teach to all of the multiple intelligences. This has shown to be effective not only in Jamie’s case but also through the presentations of Brett Galambos, Mark Zanders, and Eric Snook. Each of these teachers has demonstrated how hands on learning is often much more effective than lecture based learning. I hope to have the energy and capacity to teach to the multiple intelligences. I do believe that all students can benefit from this sort of experience. I do believe that it is important to teach in varied and unique ways so that the students maintain their interest in the subject matter. I also feel that it is important to intermix methods. I feel that the occasional use of more traditional teaching methods can also benefit the students because there are many teachers that prefer this method of teaching. It is important that the students learn to work within the structures that they are confined to. But before confining them they must be engaged. Overall, if all teachers taught this way I feel that schools would be the embodiment of learning and achieving as they should be for all students.

Melissa Devlin examines the use of Classroom Management styles as a way of maintaining order in the classroom. Through this study it is clear that an authoritative intrinsic teacher has a much better strategy for managing the classroom than a coercive task oriented teacher. It does go beyond just classroom management though. Students who feel threatened by their teacher, as I am sure most do when dealing with a coercive task-oriented teacher, are not as likely to learn well as those who have a good rapport with their teacher, which I believe is often the case in regards to the authoritative intrinsic teacher. This relates to the students basic need to feel safe in a classroom setting so that they may learn more effectively. If they are experiencing stress in the classroom then their bodies will produce more cortisol and that prevents them from retaining the knowledge they gain in the classroom. There is also the matter that the coercive task-oriented teacher does not positively address the 3 areas of the brain where as the authoritative intrinsic teacher does. The coercive task-oriented teacher does not reinforce but rather destroys the students sense of security through his intimidation factor by using a bat to walk around with and occasionally hit the desks. The authoritative intrinsic teacher does reinforce the students sense of security through a calm pleasant demeanor and by being patient with the students. The coercive task-oriented teacher utilizes an overhead and a tv attached to a computer to deliver material to the students. This does not engage the middle brain at all. The Authoritative intrinsic teacher provides broad open-ended directions that allow for student choice and then they gather in their groups and work on their projects. This does engage the middle brain through the use of active discussions. In this study there are no specific examples of either teacher engaging the upper brain but I do believe there is a greater possibility that the authoritative intrinsic teacher would be more likely to take his students on a field trip than the coercive task-oriented teacher. I hope to be an authoritative intrinsic teacher. Through some of my other classes I have met some that will clearly be coercive task-oriented teachers. I certainly do hope that experience will change their perspectives. I know that the teachers that I had the pleasure of sharing your class with are certainly not that way and they all seem to demonstrate a much more authoritative intrinsic management methods just based upon our class discussions. I plan on doing my best to incorporate all of the methods of an authoritative intrinsic teacher but I suspect that there will be days when I may behave less then perfectly and demonstrate some of the characteristics of a coercive task-oriented teacher. I certainly do hope that if that occurs I will be aware of it and bring that behavior to an end quickly and concisely.

Mark Zanders presentation on constructivism was very enlightening. This concept brings to mind the necessity for the proper development and implementation of rubrics. I clearly recall the project and the lack of direct instruction. This was intentional on his part because he was attempting to show the limitations of testing students on any given standards and how each group performed equally well and yet all very different and how one set of standards would limit another groups project. I do understand that limitations are not the most desirable thing in life but the necessity to have some form of standards to show and back up what you are doing in a classroom is very much a concern in today’s society. The parents want proof. The administration need proof. The politicians want proof. They all legitimately want proof that what you are doing is accomplishing something for the children. There have been less than perfect teachers in our schools in the past. I know I had a few. Though I do believe that most are quite good. The system has a right to hold the teachers accountable for what they do. Using rubrics is a great way to work within the system and provide a great deal of diversity at the same time. I honestly feel that we would have all done fine with a more structured lesson so long as we knew what the standards were that we needed to aim for.

Eric Snook presented a few things that relate to John’s presentation. First and foremost is that external rewards are often a hindrance rather than a help. Then there is the concept that coddling the students too much allows them to take advantage and enables them to not push themselves harder. First and foremost I believe that you must believe that they are capable of learning. I also believe in teaching to the multiple intelligences and that engaging students and believing in them is what counts more than anything. That is like my son. He is only 6. There are times when he tells me he can’t do something because he becomes frustrated. I get him to calm down and then I tell him straight up don’t give me that. I know you can do it if you try. And if he has trouble getting it I attempt to direct him but I never give him the answers. He has to do it himself. This gives him a sense of pride like no other and this also provides him with an extraordinary independent spirit. I am viewing this from the perspective of a mother but I don’t see why it should differ with student teacher relationships. If they think that you believe in them then they will try harder and if you stand by them and offer guidance without enabling them then you make them able to succeed. So, I intend to never use rewards like parties or candy or games. The reward will be in personal pride for a job well done and for accomplishing what you thought you couldn’t do. This brings to mind an old motto of my department at TV Guide. I had it hung on my wall and I think I may print it out and hang it on my classroom wall. Here’s how it goes: We the willing, led by the unknowing are doing the impossible for the ungrateful. We have done so much for so long that we are now capable of doing anything with nothing. It is humourous and there is the sarcastic side of it but then there is also the matter of the notion that you can do anything even when you start with nothing. It can and does happen all the time in our society. Yes children need self esteem but they do not develop self esteem if we give in to them and let them get away with things that they wouldn’t get away with from the majority of other teachers. Poor behavior should always be unacceptable and nipped in the bud from the very beginning. That does not mean that we do not address children with IEP’s. We should address them and provide them with what they need to learn. But we must not coddle our students. It is one thing to provide them with the tools that they need to learn. It is another to enable them to not do the required work and still move on to the next grade/level of education.

Grace Evans examines the effects of child engagement based upon materials for children with disabilities. In her study the students are very young and I will be dealing with older students when I do teach. However, I do feel that it is important to verify that all of my students have the tools that they need to be successful. When I do get into a classroom and teach I will be sure to verify the background of each of my students and whether or not they have an IEP. I will then take the opportunity to verify that they have all necessary materials available to them prior to the first day of class. On the first day of class, if I can not derive the information from the students school record, I shall discuss with them how comfortable they are with using the equipment and go over the procedures that will be necessary for every classroom situation that I can perceive. That is to say, if we have a test and they need a piece of equipment to ask a clarifying question of me, they will know what the procedure is so that they are not falsely accused of cheating when they just wanted to obtain the necessary equipment to ask the clarifying question.

Brett Galambos provided great insight into a very unique method of teaching. I feel all students could benefit from such a curriculum. It reminds me of the Watershed program in Radnor that we have also discussed in class. Ideally, I would love to see schools veer more toward this varied hand on method of teaching. Students remember more when their experiences are intense or enjoyable. Something remarkable to them. Discovering that they could do something that they thought they couldn’t and seeing in real life how and why what they are learning matters. At first, some students might like the concept because it seems like they are playing rather than learning. It is motivational but it is motivational learning. They are not being given a pizza party for their behavior or their grades. They are intrinsically motivated. There is the matter that Brett mentioned he wasn’t sure how much longer he would be able to continue teaching in this manner because of teacher burnout. This is a concern. Based upon what I understand of it the Watershed program at Radnor is not causing teacher burnout but is equally engaging for the students. I do believe that we need to implement new and different hands on learning methods for our students. I intend on designing Web Quests, having field trips to see plays, and having my students write and act out their own skits. I would love to incorporate technology, science, history and math into my teaching methods. If I had the opportunity to work with a program such as the Watershed program at Radnor I would not hesitate to seize that opportunity. I certainly do how to develop more hands on concepts of teaching between now and when I do finally have my own classroom.

I have learned a great deal from this course and this is but a sampling of the knowledge that I take with me. I also hope to read several of the texts that were suggested in our class and to someday be the teacher that is revered and respected by her students because they gained so very much from the course that I teach.

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