Professional Documents
Culture Documents
education, I had already prepared myself to be hit with a ton of new information, tools, and
working with a different age group, but what was most shocking is realizing how ineffective I
Our first focus in ELED 508: Analysis of Elementary Education was to compare past
classroom expectations to the present. During my time as an elementary student, I can recount
the boring days of just listening to the teacher, memorizing what we learned, and facing the
consequences from our parents if were not performing according to teachers’ expectations.
Familiarizing myself with the expectations of today, I can only dream of being a young student
again. Students want to learn. Levin and McCullough (2012) informs teachers what students
expect from them - like them and enjoy teaching. Connect lessons to their individual lives so
that they gain a deeper understanding to apply outside the classroom. Be open and fair and
We now experience a different family dynamic today from the past. This includes single-
parent, two-working parent household, etc. Because of the change in modern families, “there is
an increasing demand on teacher’s time” (Levin & McCullough, 2012, p. 7). As teachers, we are
asked to teach topics such as sex education and skills relating to home economics. With such
requests, we must dedicate extra time to help students in areas parents may not have the time for.
reading; in other words, reading quickly without actual thinking. This was a habit created during
my time throughout elementary, middle, and high school. We read the text, answer questions at
the end of the reading, and move on. Today, we strongly promote real reading – students think
Jade Tallon ELED 508 February 11, 2018
as they read. Successful reading allows everyone to activate prior knowledge, make inferences,
question, visualize, determine importance, and synthesize (McGregor, 2007). Using these
reading strategies, it is crucial that we model and practice them, with the inclusion of concrete
experiences. In this course, we have even created an anchor chart defining what real reading
means for us. The example I set was, “Reading with our minds and thinking with our hearts is
our R&R” (Real Reading). I incorporated a lesson of my past to share with students – listen to
your heart.
Based on my assumptions about Common Core State Standards, they are overwhelming
and confusing. No, it is not! I must admit that I based these assumptions on teachers’ opinions
without learning the facts on my own. Fortunately, watching “Common Core Standards for ELA
and Literacy” on the Teaching Channel website changed my view of CCSS. Using the Word
cloud tool, I can post this on my classroom wall and remind myself why it is so important. It
helps prepare our students to think critically and deeply, taking ownership of their learning, and
I was unaware that the strategy I mainly used in my high school classroom failed to
prepare my students for critical and deep thinking. The strategy of Shared Reading was only one
of many strategies in the Balanced Literacy Program, the framework for instilling a love of
reading and writing to become lifelong learners (Levin & McCullough, 2012). I have learned
that by using multiple strategies, I am able to reach all types of learners in differentiated
instruction.
As I have mentioned earlier, I failed to learn the Common Core State Standards’ true
purpose. I became a bigger supporter of CCSS after watching “Beyond Right Answers: Math
and the CCSS” on the Teaching Channel website. The information provided by Sarah Brown
Jade Tallon ELED 508 February 11, 2018
Wessling reminds us that we may let go of the unessential content and focus on the essential. In
other words, “Going deeper actually creates more freedom” (Wessling, n.d.). CCSS provides us
a detailed guide to follow, making it less overwhelming because we know what to focus on.
By implementing the standards, we may focus on the proper techniques in setting high
academic expectations for our students. Lemov (2010) provides us five popular techniques to set
such expectations: No Opt Out, Right is Right, Stretch It, Format Matters, and Without Apology.
Understanding their key ideas, along with reading and watching examples in clips, reaches every
teacher who are different learners themselves. I, for example, am a visual learner. I can
visualize as I read, but with the addition of media, helps me gain a better understanding of the
technique. I was not aware of these techniques prior to becoming a secondary education teacher,
explaining why I was the ineffective teacher. On the first day of my practicum at R.M. James
Elementary School here in Portales, New Mexico, I had the opportunity to see one technique in
action - No Opt Out. Mrs. Lillie Garcia called on her second-grade student to answer her
question. When her student said, “I don’t know”, she called on his peer to help him out. When
the peer provided an answer, Mrs. Garcia asked him the question again and this time, he
provided the answer. Seeing how success this technique was, I imagine how even more effective
Reflecting on classroom management, I did not realize how much valuable instructional
time I was losing because of my lack of establishing good habits for effective classroom
management. Watching the videos titled “Classroom Management During Centers” and
“Informational Texts: Reading for Inquiry”, I realize how crucial it is to establish great habits for
effective classroom management, specifically transitions. I am put at ease when we can allow
time to practice procedures, helping me to stay accountable and consistent. I have also learned
Jade Tallon ELED 508 February 11, 2018
the importance of how the classroom is set up to maximize learning. It comes down to personal
choices, but important that the room designates the following areas: class library, corner areas for
whole-group and small-group instruction; clear pathways for easy transitions; and a closet for
materials (Bambrick-Santoyo, Settles, & Worrell, 2013, p. 35). Unfortunately, I had a bad habit
in changing the classroom set up many times and I see why it has frustrated students. They need
and want a routine to follow so they may focus on their learning. A valuable lesson I have taken
from all this is to prepare and practice on my own so that I may be comfortable in passing it on
to my students. My two mantras as the weeks go by is, “Preparation is key” and “Practice,
Practice, Practice!”
Jade Tallon ELED 508 February 11, 2018
References
Bambrick-Santoyo, P., Settles, A., & Worrell, J. (2013). Great habits, great readers: A practical
guide for K-4 reading in the light of common core. San Francisco, CA: Jossey-Bass.
Brown Wessling, S. (2013). Beyond right answers: Math classrooms and the CCSS. Retrieved
from https://www.teachingchannel.org/videos/teaching-math-ccss#video-
sidebar_tab_video-notes-tab.
Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college.
Levin, F. A., & McCullough, M. A. (2012). Guide for alternate route teachers: Strategies for
literacy development, classroom management, and teaching and learning, K-12 (2nd
NH: Heinemann.