Some final thoughts

When We Stop Listening

At what point, do we, as teachers, start to muffle the voices of our own teachers when we enter the classroom? For the past few weeks, I have been completing a teacher-research case study in two high-risk academic communities. After observing the English classes and performing student and teacher interviews, I have found that many of the strategies that are being used in those classrooms are not effectively engaging the students. The teachers assigned worksheets that were generic and performed teacher-centered lectures in front of the class. The students took class notes in a format that was explicitly instructed by the teachers. The students seemed inattentive and the teachers failed to notice that their students were completely disconnected from the class curriculum. After completing this case study, I began to wonder when teachers, such as the ones who I observed, begin to change their philosophies.

Although our school communities have refocused their concerns on standards and curriculum requirements, I have to wonder if there is a concern for student engagement. Time is an important aspect of a teacher’s job; there never seems to be enough of time to plan well. However, by cutting corners in our planning time, we are sacrificing our students desire to learn. As I observed students’ reactions to the generic worksheets that went along with their reading, I wondered whether their reactions would have been different if the format of the assignment had been changed. Perhaps their reactions would have been different if the worksheets seemed as though they were created for that specific group of students. Similarly, the students emphasized that they were tested solely on factual information concerning the books, authors, and time periods. I rarely observed any classroom discussions that promoted higher-level thinking strategies. Although the national and state standards are an important part of the classroom, the standards become completely irrelevant when the students are disconnected from the curriculum of the course.

Time runs short. The innovative teaching methods seem to leave our lesson plans; thus, we disconnect ourselves from the education that we have received. I think that there needs to be an equal relationship between student engagement, instructional methods and standards. As teachers, we should make an effort to find a working balance between the three. In my educational licensure classes, we are taught by our professors to make an effort to engage the students in a variety of ways. Sometimes teachers rely on the methods and strategies that they have used in previous years. However, every group of students is different and every classroom of students is different. The learning styles of the students change year after year. Although it is easy to place the responsibility onto the student, it is necessary that we continually reevaluate our methods. I think that it is important for teachers to keep learning. Although many teachers cannot afford to participate in continuing education programs, collegial collaboration may be a possible solution. When ideas run short and instruction becomes repetitive or tedious, I think that there is a lot of hope in the collaboration between teachers. By sharing ideas, lesson plans, successful assignments and instructional methods, teaching can refrain from becoming a solitary activity. After all, the entire educational career of our students connects their past, present and future classrooms. We need to use all of our resources. In order for us, as teachers, to be successful, we need to be aware of what is going on in other classrooms and be open to suggestions and ideas from other teachers.

A Summary of my case study thus far

After observing students and teachers in a high-risk community, I became interested in the correlation between instructional methods, a curriculum based on the state standards and the academic success of at-risk students in the classroom. Specifically, I wanted to focus on the participation and success of optionally defiant students. For this case study, I observed two high-risk classrooms of eighth grade students. I related the teachers’ instructional methods with the students’ interest and academic success. I used several primary sources in effort to answer my question. The primary resources that I used to collect my data were;
· Field notes from my classroom observations
· Classroom syllabi
· A sample assignment
· A sample of one student’s classroom notes
· Teacher interviews
· Student interviews
· The schools’ previous results from the state mandated standardized test
My data revealed that both of these teachers utilize traditional instructional methods in their classrooms. Their instruction and their assignments were teacher-centered and the students did not seem to connect with the material. The students were not engaged in the lectures and were displeased with their discussions on the works of literature that were incorporated into the curriculum. Both teachers addressed the state’s standards in their classrooms; however, few effective instructional methods were used in the classrooms that successfully engaged the students in discussions or learning.
The case study revealed a conflict between the teacher’s instructional methods and the interest of the high-risk students. Because I was unable to look at the present school year’s standardized test scores, I was unable to evaluate the long-term and individual effects of the teachers’ methods. For the future, this case study would need to be completed over many years. This case study has confirmed that many high-risk, OD, students do not respond to traditional teacher centered teaching methods and they are failing to see the relevancy for literature in their lives.
The secondary sources that I used in my case study are:
Easton, Lois Brown. “Democracy in Schools: Truly a Matter of Voice.” English Journal. 94.5 (May 2005): 52-56
Frazier, Chapman Hood. “The Development of an Authentic Assessment Instrument: The Scored Discussion.” English Journal. 86.1 (Jan. 1997): 37-40.
Hodges, V. Pauline. “Using a Sense of Place to Teach At-Risk Students.” English Journal. 93.6 (July 2000): 27-30.
Ogle, Donna M. Critical Issue: Rethinking Learning for Students At-Risk. 1997. North Central Regional Educational Laboratory. 13 November 2006. .
Peckman, Sherri. “Developing Student Ownership in the ‘Real World.’” English Journal. 85.2 (Feb. 1996): 60-63.
Young, Carl A. “Conversation as Curriculum: Learning to Teach English in Rural America.” English Journal. 93.6 (July 2004): 82-88.

Some after thoughts

As I am sitting here late at night thinking about my teacher researcher case study, I have come up with some more questions that just keep picking at my brain. So I might as well just get them out onto this empty space.
I realize that the methods and lessons that we learn in our education classes at the undergraduate and graduate level cannot always be directly applied to every classroom. However, after completing a few observations in several classrooms throughout the semester, I am starting to realize that many teachers do not integrate these methods and lessons into their classroom instruction. Instead, some just pop back into the old teacher centered format where the teacher lectures on and on, mimicking the sound of Charlie Brown's teacher, and the kids take notes. Then they come to class the next day and it happens all over again. I have to wonder- do they like teaching? are they bored?
Where does this disconnect occur from the time we receive out license to the time we start teaching? Do we get sucked into the habits of other teachers? Do we start to believe that all the stuff our professors told us was merely theory and completely impracticable? I don't know. I hate to criticize because I am still in my licensing stage and I realize that NOT all teachers do this. But even one teacher teaching in such a way is too common.
Yes, students should take notes but they are also members or participants of a classroom. So, when do we forget "our education." I always return to the same thing my dad always tells me, "if they aren't learning, then you aren't teaching them." Such a wise man. As I start to head towards the stage where I turn my case study into a publishable document, I think that this will be the direction that I am headed. I'll have to chew on these thoughts a little more.

Any thoughts or feedback would be appreciated.

Data Analysis

Wright On

After receiving some feedback from one of my peers, I have learned that some of the data that I have received in my case study (see previous blogs for clarity) confirms much of the research that I discovered from my secondary sources. I have found that there is a disconnect between the student and the teacher. High risk students lack class engagement because teacher's do not always use methods that are appropriate for the student. The students, consequently, may lack the motivation and interest. I think that my case study needs to be extended over years and years of study. It is difficult to see the connection between mothods, student interest and results in such a short period of time. Instead of focusing on the product (testing) of the instructional methods, I think I will need to focus more on the development of student mtivation and whether it is intrinsically or extrisically placed.

Data Collection Plan

As I have mentioned before, I am working on a case study that addresses some of my concerns regarding at-risk students in the school community. What kinds of methods keep the students engaged? How and what type of information is presented in the classroom? I would like to know how educators address at-risk students in the curriculum and in the classroom environment in order to promote their students’ academic success while still promoting state/district standards.

As a part of my study, I will be using several primary data sources including field notes, a teacher interview, standardized test scores, example unit plans, recorded students discussions and possibly notes written by the student to the teacher. I would like to analyze multiple perspectives including my own perspective as well as the students and the teacher who participate in my case study.

I plan to collect data by performing a case study on a group of students from an English classroom in a junior high school. I will also be trying to identify recurring themes or methods in relation to the teaching methods and comparing that to the students’ interests and learning styles. Throughout my case study, I will be evaluating and revaluating my data in order to focus my question and create new questions. Also, I am planning to review my data and receive assistance analyzing data with a group of my classroom peers.

I will be collecting my data throughout the next few weeks as well as looking back on my field notes from earlier in the semester. By creating an on-going study, it will be easier to identify common themes and patterns.

I am hoping that the data that I receive will allow me to analyze multiple perspectives regarding the curriculum as well as comparing the methods to the students’ success on a variety of assessments including standardized test scores. The unit plans will allow me to see how my case study teacher planned the lessons in order to serve the at risk students in the community. I will be observing student participation as well as student feedback in order to evaluate the success of the teacher’s methods. It is important for me to gain as many perspectives as possible in order to produce a thoughtful and well-rounded analysis for my case study question.

An annotated bibliography so far

Here are a few sources that I am planning to use, if anyone has any suggestions, then I would appreciate them!
Here's my case study question in case you are new to my page:
How do educators address at-risk students in the curriculum and in the classroom environment in order to promote their students’ academic success while still promoting state/district standards?

Easton, Lois Brown. “Democracy in Schools: Truly a Matter of Voice.” English Journal. 94.5 (May 2005): 52-56.

In this article, Easton speaks to educators and policy makers about the curriculum and student body of Eagle Rock School and Professional Development Center. The students who attend this school have been labeled as “at-risk” and struggle with difficult choices in their lives. The article discusses the importance of student voice and choice in their curriculum. Easton references a rubric that is created with the assistance of the students for an essay and mentions that many of the students are more productive because they are represented in their school’s curriculum.

Frazier, Chapman Hood. “The Development of an Authentic Assessment Instrument: The Scored Discussion.” English Journal. 86.1 (Jan. 1997): 37-40.

Frazier speaks to educators and administrators about the use of Authentic Assessment in the classroom. Frazier references a rubric that was collaboratively created in order to evaluate classroom discussion. The article focuses on the importance of assessing students, referencing at-risk students, in areas outside of the regular test-taking norm.

Weiner, Stephen. “Show, Don’t Tell: Graphic Novels in the Classroom.” English Journal. 92.2 (Nov. 2004): 114-117.

Weiner speaks to educators, specifically English teachers, about the use of graphic novels in the classroom. Although he does not specifically mention at-risk students, he provides a synopsis of the benefits of using graphic novels to appeal to reluctant readers. He references several literary adaptations of graphic novels that can be used in classroom in order to teach difficult concepts to students who might not be interested in the subject matter.

Graff, Pat S. “Service Learning Reinforces Language Arts Skills.” English Journal. 90.5 (May 2001): 19-21.

Graff provides a brief discussion of the academic and character development benefits that are a product of Service Learning in the classroom. She references definitions of Service Learning as well as application to regular classrooms and at-risk classroom communities. She lists references on the Florida Department of Education page of innovative ideas for Service Learning that are connected to the specific standards of the state.

Hodges, V. Pauline. “Using a Sense of Place to Teach At-Risk Students.” English Journal. 93.6 (July 2000): 27-30.

Speaking to English educators and other educators, Hodges discusses many methods she used in order to teach at-risk students. She states that teachers must make a connection between the lesson material and students lives. Hodges believes that urban students do not usually see the relevancy of information in the classroom and that lessons can be adapted to connect students with their immediate environment. She suggests using field trips, interviews, projects and guest speakers in order to appeal to the students’ interest while still adhering to a state’s scholastic expectations.

Peckman, Sherri. “Developing Student Ownership in the ‘Real World.’” English Journal. 85.2 (Feb. 1996): 60-63.

Peckman speaks to educators in at risk communities as well as educators of normal classroom communities. Using her own class as an example, Peckman states that she created a project that would motivate her students as well as address all areas of the English curriculum. She emphasizes that the success of the project came from allowing her at risk students to become the teachers and the learners in the classroom.

Young, Carl A. “Conversation as Curriculum: Learning to Teach English in Rural America.” English Journal. 93.6 (July 2004): 82-88.

In this article, Young addresses educators of rural and at-risk students in a discussion of the roadblocks that occur in classrooms that contain students from areas of poverty. Young discusses the community views and language barriers that occur in the communities that are often in conflict with the views and language of many schools, educators and policymakers.

A Little Closer to Filling the Gap

Fo my paper in my English composition class, as I have discussed in previous blogs, will be focusing on at-risk students in the classroom community. After completing some initial research and creating an annotated bibliography, I am trying to narrow my question to fill a gap in the research of experts. Two teacher researchers, Sherri Peckman and Pauline V. Hodges, describe the methods that they have used in their rural communities that connect students' lives to the curriculm of the classroom. Another researcher, Carl Young discusses the why there is a barrier between at-risk students and success in school. I would like to try to blend some of these ideas together. I will be researching methods that teacher us in order to teach at-risk students, but I will be looking to see if the methods are successful. My state, Colorado, uses the CSAP as a standardized test for classrooms. My evaluation of their methods will be drawn from those test scores as well as other observable evaluations. Through my case study, I will be able to draw upon more methods and more evaluations than my research provides. I want to find successful way that teachers address the state or district standard while still appealing to the needs or solving some of the problems that occur in at-risk communities.

Questioning a teacher's role and thinking about language in the classroom

After reading Bob Fecho’s article “Critical Inquiries into Language in an Urban Classroom,” I have reaffirmed and changed many of my previous beliefs. I think that it is incredibly important that students engage with ideas and materials in class. To engage they need to be actively involved in the discussions and to be actively involved—the discussion must be applicable to their lives. However, I do believe that teachers still need to teach and literature still needs to be read in the classrooms (not to say that Fecho’s students did no read). I think that the more teachers can be informed about their student’s language communities, the more productive their classroom time will be. We have to be aware of the conflicts that exist between home communities and school communities, especially in areas that involve language. I think that it is important for students to question our society’s norm; however, I also believe that the only way to question it is to KNOW it. Many times, I feel that people who attack Standard English expect that the standard will change and adopt other varieties overnight. SE has come a long way since the days of Chaucer. It will take time and I think that it is important to emphasize that to students. They must learn the power code language if they want to be heard. It does not make it right but there is no denying it. Discussion and active participation from the students can be empowering; however, first we have to break down the barrier that exists within many students. Many students still believe that teachers are there to oppress or punish—how do we get past that stereotype in our classrooms, especially with students who are already at risk?