Any well informed elementary school teacher feels an obligation to connect the social studies of history, sociology, anthropology, psychology, archaeology, geography, politics, and economics through daily reinforcing lessons that promote learning.Competent students should be encouraged to make independent, well thought out decisions as they mature into citizens of a very culturally integrated and global society.
My particular strength may lie in the Johnson & Johnson’s small group “hands on” method of Cooperative Learning.This method of teaching appeals to me because it encourages cooperative settings whereby students learn interactively and independently.It does not foster competition, but encourages each student to maximize his or her own abilities.I find it gratifying when the competition is removed from a classroom and all students can become superstars.This cooperative method fits in the teaching of all areas of the social studies.However, I would not exclude other teaching methods or accommodations or learning styles if students were struggling.I understand that academics connect to standards and assessments, but a well educated teacher can utilize many approaches when teaching diverse learners.Students are not “one size fits all”, so one method may not fit all.With that understanding, my primary method of teaching would remain cooperative learning.
The application of this method is especially important in approaching geographical concepts, maps, and orienteering students to scope and scale and map reading. Following my “hands-on” approach, I would encourage the students to research countries, states, and other locations using maps and charts.I would teach the students about map making and understanding the symbols used.Once the concepts are understood, various maps need to be utilized in the classroom by groups of students in an exploration format.I would encourage students to take their map and present a travelogue.By the end of the year, our hallway would be filled with student created maps and representations of various areas of the world.
An obvious tangent to our geographical study would be to encourage the students to familiarize themselves with the economic, political, and social customs of each area.Culture and heritage are difficult concepts for young students to grasp in isolation, but when integrated thematically students can better understand the varying governmental structures in those areas.When studying culture, a classroom food festival would certainly immerse the class in different ethnic delicacies. Other valuable activities would come in opportunities to cooperatively create a mock trial, enhance a current political system, or create money.
While it is important to learn about current events, the study of history is just as important.I will use the history text as a basis for learning, but I hope to also embed the standards in creative lessons which grasp the attention of the students.It is vital that the students learn history in a sequence, however there may be certain events in time where I would make more learning choices available for the students to choose a project.Individual accountability through project ownership is paramount.In every mainstream classroom there will be special needs students, but they will always need to be incorporated into my classroom activities without using ability grouping.I want to foster high class moral, teamwork, and ownership motivating my class to contribute.Not only will I use the textbook to teach history, but I will also use technology which includes the internet, audio and visual devices, and also digital cameras and video recorders which will enable kinesthetic as well as cognitively advanced learn.
I would especially enjoy incorporating anthropology and archaeological concepts into my classroom.Frequent virtual field trips to the SmithsonianMuseum and visits to digs throughout the world can keep my students actively engrossed in ancient history.Discovery of new artifacts anywhere in the world today can be brought into the classroom immediately through the use of technology.I will also make vivid power point presentations to model a project to students.The students will then choose a location to study for its anthropological or archaeological value.Students selected locations reinforce the cooperative learning aspect always inherent in my teaching.
A healthy study of psychology is directly related to cooperative learning because it is centered in relationships.As students are no longer competitive for grades, they learn to develop their own self-esteem through positive group relationships. All students are accountable to themselves and their group.Classroom achievement will be less centered on objective test assessments and more centered on projects and presentations of learned material.My goal is to have students encourage, congratulate, and self assess each other’s contributions.By teaching with this method, it will create academic friendships and positive feelings to motivate students to continue additional study.
The pervasive attitude I want my students to exit with would be that the study of social studies is historic, social, political, economic, and personal.It is not a subject that never touches a life, and my students will be able to show what they’ve learned as they mature into responsible citizens able to work within a group for a common cause.It is important for me that I teach children to become respectable and contributing members of a society which supports democracy and acceptance of diverse individuals.Thus, I look forward to professionally teaching the social studies as my students grow from these activities and experiences.
Teaching Freedom of Speech in the Elementary Classroom
By Andrea Schoemaker
In “Teaching Freedom of Speech in the Elementary Classroom,” Charlotte C. Anderson explains that the teaching of the concept of freedom of speech can be compared to providing water to a ‘democratic plant.’Children need to be taught at a young age that the First Amendment of the United States Constitution does provide a right but also a responsibility.The freedom of speech concept is complex but must be taught to children of all ages in classrooms.An elementary teacher has a great responsibility to convey the meaning of free speech through our values and grade-appropriate lessons which translate the concept of democracy.“Perspective consciousness” is an absolute underpinning of the First Amendment in education. It encourages students to see issues through the eyes of others and remain open to conflicting viewpoints.“Competencies” refer to children’s ability to empathize with others and consider the rights of others.Acceptance of cultural, societal vs. self needs, and the rejection of stereotyping and prejudice are paramount in free speech education.As students age and mature, the depth and scope of this First Amendment education can be broadened by classroom tasks which interest and encourage all students to internalize the fundamentals of freedom of speech in America.
It is not merely a change in opinion, but more an openness to conversations and probing one’s bases for opinions.Probing perspective allows a classroom teacher to analyze the cultural and gender cues present within his or her own classroom and hopefully engages children in meaningful and honest discussions about their personal perspectives on issues.A teacher who can help open up his class to varying perspectives while helping individuals to minimize their concentration on self is giving that student an ability to live well within our ever changing global economy.Respect for others and the ability to really listen is inherent in the First Amendment.Disagreement with accepted social mores has not been tolerated in homes whose culture considers girls and boys to have no opinions nor any right to express them.Expressing diverse perspectives would not be welcome or encouraged in these situations so children who grow up in such circumstances may have a harder time acclimating to a classroom which allows it.The teacher must consider both the boisterous child who comfortably volunteers a perspective but must not forget to use activities which may ask students to quietly listen and reflect upon others’ views.Once students become comfortable with and open exchange of ideas within the classroom, they will be much more apt to handle conflicts which may arise.They may need guidance to resolve those conflicts peacefully and within a community atmosphere.
Parental attitudes are much more engrained in children than even the children suspect allowing students to actually apply free speech concepts by accepting viewpoints other than their own makes those concepts much more real.The teacher must remain cognoscente of the huge and powerful role he or she possesses.The successful teacher develops his or her own perspective while respecting the views of his or her students through sound discussions and decisions.Some amazing class activities can occur when students are able to value policies they create themselves and understand the rationale behind their decisions.Many lessons can be used through the use of classroom “case studies, role playing, simulations, and debates.”One very creative activity involves the use of a “decision tree” which seems to force children to consider all ramifications of decisions both positive and negative.
Thus, the creation of mutually agreed upon classroom rules is a great learning experience for students.Extending those democratic decisions to playground, hallway, and cafeteria rules gives ownership to students and is a real lesson in the First Amendment in action.Students familiar with democratic adaptations of rules can even extend those lessons to their own homes or communities in negotiating reasonable home and community bylaws.
Anderson’s concept of making the First Amendment real to classrooms from kindergarten through high school is exciting and practical.I especially enjoyed her suggestion that students create classroom rules from the first day of school and on all occasions when additional directions are needed.It seems obvious that student created rules would be much more effective than those simply imposed upon them.The “decision tree” is a graphic that I would certainly like to incorporate into my classroom in the future.Doesn’t it seem obvious that students would respond to self created consequences and alternatives to a particular act?I also appreciated the passage that discusses authoritarian teachers and how the imposition of preconceived teacher beliefs needs to be carefully monitored.Even the most caring teacher can inadvertently offend a child with a thoughtless remark which goes against the cultural heritage or gender of that child.I don’t believe I can help children develop a real sense of freedom of speech and the First Amendment by dictating beliefs.Those need to be developed and internalized by each child as he or she continues education.The use of role playing, simulation, and debates in the classroom can invoke not only creativity and imagination, but also problem solving skills and interaction between classmates.In my classroom, I could see myself incorporating the self created classroom rules by asking the students for suggestions of rules.With those rules, I would then have them vote on their top three favorite rules and incorporate them into daily patterns within the classroom and activities.I do understand that a teacher must be very careful not to alienate parents with different cultural views.Our multi-cultural classrooms bring great opportunities for children to become open and accepting of other cultures.However, a teacher must remember that the parents of these children may not be open to the same opportunities. Perhaps an occasional night that parents come to class and are taught by their own children might be a good incorporation of the First Amendment into their homes.
Any discussion of professionalism in education at any level must begin with an acceptance of the core values to which teachers have long been committed to.I know that teachers realize that children come to us as part of a family and a community with individual worth and uniqueness.It is our job to help those children reach their potential in a classroom that provides a safe environment.I believe that each child comes to school trusting that the work he or she is about to undertake is important and will help them become more educated and a better member of society.I know that the lessons we undertake with children need to be based on sound theories of child development and must support family ties.Finally, I realize that teachers do not operate within a vacuum but must constantly align their lessons to children, their families, other colleagues, and the community in general.
I believe that part of professionalism is feeling an ethical responsibility to keep our children safe and healthy in a nurturing environment.It is important to realize that children are vulnerable and trusting individuals.All children, especially children with disabilities need to be included in all activities of all classes.I know it my job to advocate for all children to find the most appropriate placement for each child.It is alarming to hear of an educator in the media taking advantage of the sacred trust that the community has placed in our hands.I should never involve myself in any activity that harms, degrades, damages, or segregates children of any basis.I realize that part of my responsibility is to familiarize myself with not only the curriculum but also the symptoms of any form of child abuse.I know I need to understand all state laws and reporting regulations within my state.I further understand that when a person or a child tells me that there is a suspicion of abuse or neglect, then I am obligated to follow up.Furthermore, if I would become aware of a situation that had placed one of my students in any harm, it is my responsibility to inform the appropriate authorities to protect that child.
I am also aware that the child is a part of a family and I need to work to develop a positive relationship with that family.Just as a child is unique, a family is unique with its own customs and rules.I need to be supportive of the family just as I expect that family to support me in the education of that child.Communication with parents is paramount to avoid problems.
I understand that occasionally a family member may with to visit my classroom or program and I welcome that visit.It is important that families know of any change within school policy or my own qualifications to teach whatever subject we are undertaking.I want to involve families in policy decisions when appropriate, especially if they affect that child.It is my responsibility to inform appropriate authorities and families when children have been exposed to any disease or emotional stress. I know that there is a need for confidentiality and that I need to respect a family and student’s privacy and that child’s records.
I am aware that a teacher needs to maintain high ideals and principals when dealing with coworkers, employers, and all staff members.I do expect to be involved in meetings and professional development and conduct myself in a professional manner.I realize that as a teacher I represent my school and staff when out in the community and I need to conduct myself in a way which would not diminish the reputation of my school.As a community member, I expect to be called upon to volunteer my time when it benefits my students or my school and I want to conduct myself in an honest and above board manner.Finally, I realize that violations of the trust that has been placed in me may lead to a dismissal or other circumstances.
When a teacher maintains a professional standard of conduct in or outside of his or her classroom, a standard of expectation exists in that community.Having established this standard of expectation, a teacher is viewed as a trusted member of a school team.That means in essence that students, parents, coworkers, and employers will readily place their trust in me that I will respond with appropriate demeanor and control in any situation.I should be relied upon to function in place of parents and guide children throughout the day in a positive, caring environment.Having a uniform code of conduct tells the community what it should and can expect from each educator.
Each schools staff member is an integral part of a team.Whether that member is a smiling cafeteria worker, a patient janitor, a traveling physical education or music teacher, or an overworked secretary, each is interrelated and interdependent in the well being of all children.No classroom teacher could get this job done without the constant help and assistance from a team of caring individuals.Occasionally a teacher may find herself volunteering her time in an after school activity in which she is a leader of a group of students outside of the classroom.That teacher should still be accounted upon to conduct herself appropriately and abide by the professional code of conduct put in place for her time in the classroom.She may find herself interacting with inquisitive parents who are not aware of confidentially and mandated reporter responsibilities of teachers.Diplomacy is a positive trait for any teacher in a teamwork environment.
wow…i really love this one! hp has provided the ability to make your own VERY COOL business/personal cards (i made up cards to give to friends with my contact information on it). i’m always out and about somewhere and run into someone i haven’t seen in a long time and we are always trying to find something to write our information on so i thought i’d just make up cards to hand out. another added bonus to this is that you can customize what the back of the card can have on it (ex. tip table, calendar, measurement conversions, and even appointment times which is great for a professional to make their cards on). i thought of my friend amber immediately who is an esthetician and makes appointments regularly, but doesn’t have a reminder card to give out. if you are going to make it a personal info card like i did, i just used a very heavy cardstock and a sharp paper cutter *free to use at kinko’s* they print out 10/sheet!
i arrived in vegas saturday morning around 9am, waited for eli’s flight to arrive, and then we headed to our hotel. we were both so completely exhausted that we decided to take a nap for a few hours until we had to go to dinner. we end up eating at a really good brazillian steakhouse inside the mirage and i ordered my first drink in vegas, which was a huge fruity rum drink that had 1/2 of a pineapple hanging off the side hahah after dinner we went to see cirque de soleil “o” performance at the bellagio hotel. that show was so amazing! after cirque we went to the venetian where we took a gondola ride, where our gondolier sang “o sole mio.” loved it!
we met up with our friends chris, jason, nathan & nick and headed to the palms. we ended up drinking there and at the rio until about 8am sunday morning. again we slept until about 4pm, headed to the affiliate summit meet-up which was pretty much dying out so we chatted until we had to be at the palms g suite for the copeac party. it was nice to see my friends that i haven’t seen in way too long. from 7-9 we all hung out in the g suite then headed to ghostbar. monday we met up with jason & nathan for lunch @ the rio and walked around the summit booth area for a little while. i’m glad eli got his skateboard we headed to the airport at 4 and both of our flights left at 6pm. my flight almost got cancelled due to weather but luckily we made it out on time, cause that would really suck if i had to stay another night in vegas…………
Building Geographic Understanding with Elementary Students
By Andrea Schoemaker
Gwendolyn Thompson’s article recounts her experience with her third grade class over the course of one school year.She realized they had difficulty grasping the abstract concept about the actual size and shape of the world.The students appeared to have no idea where continents and oceans were located even though they had seen many maps drawn on a flat surface. The idea of building an entire globe within her classroom came to her suddenly at the start of the school year.With the help of a young geology student attending a local college, she was able to begin with a large beach ball hung from the center of her classroom.Students took ownership of this globe through suggestions on how to build it from the inside of the earth out.As she explained the history of the globe and it’s earliest formations, the students reflected that lesson by painting the earth with hot brilliant colors to reflect the heat of the early planet Earth.As the year progressed,
Ms. Thompson introduced lessons on further formation of the Earth.At this time students began to paint the globe again.Scope and scale on a map is a difficult concept for children.Ms. Thompson began with a fun scavenger hunt-type map on which students mapped the path of a lost ant.They realized that these early maps must have some sort of key in order for others to understand it.That led to more sophisticated mapping of locations within their own school.Once again, Ms. Thompson taught a lesson on the further formation of the Earth, and students began to make suggestions as to how they may depict continents, mountain ranges, and oceans.The students’ conception of that large globe was further enhanced when Ms. Thompson added latitude and longitude strings.The children began to have conversations about how large bodies of water actually were on this globe.When they began to use peanut shells and placed all mountain ranges, glitter where deserts would be, and silver paper as lakes, these conversations became animated.They truly realized the size and locations of some world landmarks.Throughout the year, the globe remained in her room and was viewed by many parents and staff members.Our author reflected that this approach had caused the children to truly internalize this lesson.Students leaving her classroom in the spring remarked that they never thought of the globe as round and would always recall this project.
Making a large globe and hanging it in the midst of a classroom is an ingenious idea.Ms. Thompson makes a convincing case that children truly learn when it is totally interactive with their lives.From the painting of bright colors to represent the early formation of the Earth to the extensive time spent painting the oceans, students really understood the vastness of such locations.The ownership they showed by suggesting peanut shells for mountains and glitter for deserts made it truly their globe.Scale and symbols on maps are difficult concepts for 8 year olds to understand and yet they began to create maps and create keys for those maps.The latitude and longitude strings, although simple in concept, allowed students to place continents accurately where they really exist.Her discovery method was very rewarding as she watched her students transfer that information from continent to continent.Those students are obviously able to conceptualize any map presented to them in the future.
I think this project would be very fun to try.By being able to create their own globe, these students made a personal connection to their learning experience.Using this method, it makes it collaborative, inventive, and interactive, which best educational practices are encouraging.I would love to visit Ms. Thompson’s classroom and see what else she has created since this article with her discovery method since the article’s publication in 1999!I can envision rivers being depicted by tin foil or snow with cotton balls placed on top of the peanut shells.If Ms. Thompson was a colleague of mine, I would love to collaborate on science projects with her.Many elementary students feel that teachers do not spend much time on science projects as they are time consuming and require much preparation.Ms. Thompson appears to be a teacher who would have no problem creating a small mess in her classroom to make a big impact with her students.I wonder whether these class created globes exist today or whether she has allowed students to take them out of the classroom.It appears that Ms. Thompson did not create a pen and paper test to assess this project, and yet I wonder how she graded individual efforts within this class.I do think the globe creation added tremendous relevance to what might have been a mundane study of flat maps on the wall of a classroom.
This article discusses the recent approval by Rock Island Alderman of a special ordinance making some streets and avenues around Denkmann elementary school one ways during certain times of the day.Traffic tie-ups at this school and dangerous crossings for children have caused this ordinance to be necessary.In addition, there are no sidewalks on many streets adjacent to Denkmann and not all drivers are aware that children may soon be darting into their paths.It seems that voluntary traffic patterns that the school requested were not being observed around the elementary school, and some parents were simply letting children out at dangerous location.This has worked well at other grade schools in the area and allows a large number of cars to enter and exit quickly.
It seems so simple to me that parents would follow voluntary traffic patterns and yet human nature tells me that people get in a hurry.I don’t believe anyone would purposely endanger his or her own child or other children.Yet, distractions occur for drivers at the very moment when a child would run into the path of an automobile.I congratulate Rock Island on being proactive on this very simple issue.I attended a grade school which dismissed minutes away from the local high school and many businesses.There were many times when students could have been hurt, and there was one student who was hit by a car crossing the main road in front of the school.If these new traffic patterns are observed consistently and enforced by police, parents and caregivers will routinely do the right thing.There will always be the few people who don’t care that there are rules in place and will want to find the easiest or fastest way to speed through their day.Every school should take a hard look at their own traffic patterns and see if safety of children is the primary concern as it should be everywhere.
we headed to the airport at 4 and both of our flights left at 6pm. my flight almost got cancelled due to weather but luckily we made it out on time, cause that would really suck if i had to stay another night in vegas…………
don’t hate.