Have I mentioned on this blog that I recently got the Rosetta Stone to help me learn German? I have only done 2 lessons so far, but I think it's great. It is based on the idea that complete immersion is the most effective way to learn language, therefore, the instruction starting with lesson one is entirely in German. The lessons are extremely visual and help the learner acquire language through visual input that is paired with audio words and phrases.
My husband and I have also been working with a German teacher who comes once a week (typically) to our home to work with us for about an hour and a half. I have to say that this learning situation has been tough. My husband and I are completely different kinds of learners. My husband is very verbal. He can listen and then talk about something and be an expert. I, on the other hand am very visual. If I hear a word, especially a word in German, I cannot repeat it unless I have seen it and written it myself. Surely it is hard to teach 2 people when they don't learn the same way, right? Well, how about teaching 25 when they have several different styles of learning and learning strengths! A teacher needs to be able to meet the needs of different learners in the same room/group. I feel like our teacher is doing an okay job, but going back to my point, I really like the Rosetta Stone because of of the high level of visual input that I am getting. It works better for me than the discussion of language and words that comes with our at home class.
Another experience that has got me thinking about visual learning is a knife class that we took yesterday which was conducted in German. At first I thought we would not learn anything if we couldn't understand what the instructor was saying, but the techniques for cutting vegetables and other foods were all carefully demonstrated, so we learned a lot. No, we didn't get every single word he said, so surely we missed some good information, but we came away with a lot more because we got to see what he was teaching.
When I apply this to teaching students who are learning English as a second (or at my current school possibly a third or fourth) language, I realize the extreme significance of visual learning. I have always tried to learn a lot about appropriate teaching strategies for my students who are acquiring English and I have always known that visuals are important. It wasn't, however until I started having experiences in a language in which I know only a handful of words, that I realized the true importance of visual learning.
I feel like I can now put myself in the shoes of a student who is not getting anything from the words coming from the teacher's mouth. It doesn't matter how slowly and clearly you speak if the student is not familiar with the words you are saying right? Using visuals to compliment the lesson/idea/theme/instruction is a great way to enhance understanding for all students, but especially for students who are not getting as much from the auditory part of the lesson. I can see why it is so important to have words written in addition to being spoken and why images or even sketches to accompany words are helpful to increase understanding and comprehension. Just because students don't speak English as well as other grade level peers, does not mean that they lack knowledge as well. Visual learning can be a great way to bridge their native language content knowledge with new information that they are learning in English.
I think all of this is coming to mind as a result of being really excited at the thought of getting back into the classroom in a different role next year. Right now, I work with what the teacher has prepared because I am supporting his or her classroom. Sometimes, I will make support materials or modify materials the students are working with, but I don't get the opportunity to teach the lesson in the first place. I think the staff at my school is extremely competent and they do a fantastic job. I am not saying they don't teach in an appropriate way. I am just saying I am jealous it's not me. Yeah, this is the green-eyed-monster talking. I am starting to have this longing to get back in the classroom and have my own class. I have mentioned it before and I am mentioning it again because it's on my mind. There are so many things I am itching to try out as a result of my experience at an international school and I just can't wait to put some ideas and thoughts into action!
I often see fantastic ideas from other teacher bloggers and most often, I take note, but think that I can't try it until I have my own class again. Next year, I will be "borrowing" ideas from a lot of fantastic educators that I have "met" as a result of blogging. I'm excited for that chance!
Awards & Apologies
I would like to thank Karin and Mary Anne for the bloggy awards that they have passed to me!
Humane and Happy...two great compliments!
The Happy 101 Award is meant to be passed to 10 bloggers who post at least once a week
(and make me happy?!...I added that part!)
My 10:
Also, based on a comment from my previous post about ADHD, I realized that what I wrote may have not have been as clear as I had hoped. I tried to be lighthearted about my "soapbox moment" speaking about person first language and I guess I came off a lot more preachy than I intended. I would like to take a moment to try and clarify my intent.
If I teach a student that has ADD or ADHD, I think it is very important that I help the student learn strategies to manage their behavior which is why I am trying to research and learn more about the conditions and symptoms.
Recognizing that some students do have ADD/ADHD is very important as they have particular needs in a classroom setting that need to be addressed. Calling students ADD just because they are inattentive on a particular day and caused the teacher frustration, to me, is not okay.
If a student has a disability, I prefer to use person first language when I refer to the student because that type of langauge is indicative of my belief that students with disabilities should not just be known by their labels. I agree that this type of language can get a bit picky, however I agree with the intent of not only seeing students with disabilities in terms of what is "wrong" with them. They deserve more than that.
There are some teachers who use langauge when speaking about students that makes me uncomfortable. I feel very strongly about advocating for students with special needs and it makes me sad when they are not seen as individuals as much as they are simply identified by their disability category or label or referred to in negative ways due to a disability. Perhaps this is not intentional, but I like to share information about person first language to increase awareness. If this came off as know-it-all/preachy/confrontational, that was not my intent. I am simply a teacher who likes sharing information and discussing my particular interests regarding the teaching profession.
I always appreciate feedback that makes me consider other perspectives and stretch my own thinking. Please also keep in mind that I am simply expressing my own thoughts and ideas and you do not have to agree with what I say. If you disagree, please do so in a respectful manner.
Thanks!
ADHD
If you are a teacher, then you know that the letters ADD can be thrown around a lot such as "Oh my gosh, he is so ADD!" Although Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD) are both conditions for which a diagnosis should actually come from a doctor, I find that teachers often use these letters to describe students whether or not is has been established by a doctor that a child actually has one of these conditions. As a person who is very much a proponent of person first language and seeing people rather than disabilities, I encourage people, especially teachers, not to throw out labels without due cause. It is very important to be careful about the words/descriptions we choose to use with regards to our students and it is always important to err on the side of caution. If a child has not been formally diagnosed with ADD or ADHD it is not okay, in my opinion, to declare that he or she is "so ADHD today." Even if a student has been diagnosed with ADD or ADHD, using person first language requires that when discussing the student it is said that the student has ADD/ADHD rather than referring to him or her as the ADD student or saying he/she is so ADD. I hope that does not come across as critical, I just feel strongly about not making disability labels part of daily language when are used in a way that connects the label with negative connotations about a student. A student should not be defined by what causes them to struggle rather by who they are and what causes them to shine. Yes, it is very significant and important if a student has learning problems, however, that child should not only be viewed with regards to the disability or problem as every child has both strengths and areas of weakness.
::sneaker teacher now descends from soapbox:: :0)
I am working with a student right now who is presenting with a lot of symptoms correlated with ADHD and I am in the process of trying to learn more about it. Our team is looking for ways to support this student and empower him with regards to certain aspects of his school day and his school work that are not successful right now. I know I may have sounded a little preachy before speaking of how we refer to students who exhibit learning problems or disabilities, but my purpose in talking about ADD/ADHD is simply to share what I am learning. I am not an expert and I like to share what I learn and ask for help from others.
The following information comes from www.add.org
I also found interesting information at http://www.chadd.org/
which separated symptoms into three different types of attention difficulties.
::sneaker teacher now descends from soapbox:: :0)
I am working with a student right now who is presenting with a lot of symptoms correlated with ADHD and I am in the process of trying to learn more about it. Our team is looking for ways to support this student and empower him with regards to certain aspects of his school day and his school work that are not successful right now. I know I may have sounded a little preachy before speaking of how we refer to students who exhibit learning problems or disabilities, but my purpose in talking about ADD/ADHD is simply to share what I am learning. I am not an expert and I like to share what I learn and ask for help from others.
The following information comes from www.add.org
According to the DSM-IV (the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition) some common symptoms of ADHD include: often fails to give close attention to details or makes careless mistakes; often has difficulty sustaining attention to tasks; often does not seem to listen when spoken to directly; often fails to follow instructions carefully and completely; losing or forgetting important things; feeling restless, often fidgeting with hands or feet, or squirming; running or climbing excessively; often talks excessively; often blurts out answers before hearing the whole question; often has difficulty awaiting turn.
I also found interesting information at http://www.chadd.org/
which separated symptoms into three different types of attention difficulties.
AD/HD - Primarily Inattentive Type:
• Fails to give close attention to details or makes careless mistakes.
• Has difficulty sustaining attention.
• Does not appear to listen.
• Struggles to follow through on instructions.
• Has difficulty with organization.
• Avoids or dislikes tasks requiring sustained mental effort.
• Is easily distracted.
• Is forgetful in daily activities.
AD/HD - Primarily Hyperactive/Impulsive Type:
• Fidgets with hands or feet or squirms in chair.
• Has difficulty remaining seated.
• Runs around or climbs excessively.
• Has difficulty engaging in activities quietly.
• Acts as if driven by a motor.
• Talks excessively.
• Blurts out answers before questions have been completed.
• Has difficulty waiting or taking turns.
• Interrupts or intrudes upon others.
AD/HD - Combined Type:
• Meets both inattentive and hyperactive/impulsive criteria.
Because everyone shows signs of these behaviors at one time or another, the guidelines for determining whether a person has AD/HD are very specific. In children, the symptoms must be more frequent or severe than in other children of the same age. In adults, the symptoms must be present since childhood and affect one’s ability to function in daily life. These behaviors must create significant difficulty in at least two areas of life, such as home, social settings, school, or work.
Does anyone have any suggestions or ideas about what has been successful when working with students that have ADHD? Would love to hear some thoughts from other teachers and/or parents who have dealt with meeting the needs of children with ADHD.
The Wheels are Spinning...
Now that it is official that I am returning to Portland next school year, the wheels have started spinning and I am thinking a lot about what I can take away from my experience here in Germany and bring with me to apply to my teaching situation next year.
Based on my license and endorsements I could be a classroom teacher, ELL teacher, or SPED teacher. I most want to have my own classroom back, but I am happy that I will get a job period. Since there are more classroom positions, I feel like it is most likely that my assignment will be as a grade level classroom teacher and I am happy with those odds.
I made a list this morning of some of the small things I have been mulling around. In some regards I feel as though I am coming back as a whole new teacher so many aspects of my instruction will be different, but these are more minor things. Little ideas I have picked up along the way....My ideologies about teaching are a whole different post...
Based on my license and endorsements I could be a classroom teacher, ELL teacher, or SPED teacher. I most want to have my own classroom back, but I am happy that I will get a job period. Since there are more classroom positions, I feel like it is most likely that my assignment will be as a grade level classroom teacher and I am happy with those odds.
I made a list this morning of some of the small things I have been mulling around. In some regards I feel as though I am coming back as a whole new teacher so many aspects of my instruction will be different, but these are more minor things. Little ideas I have picked up along the way....My ideologies about teaching are a whole different post...
- classroom blog
- student of the week celebration where one student is selected each week and can do a short presentation by showing/telling more about him or herself on Friday.
- weekly instead of daily job assignments including an assigned substitute who fills on for absent helpers. I used to have jobs change daily and I think that is too much. Not only would I frequently forget to rotate them, but if a student is absent on their assigned day as the line leader they just missed out and that is really sad...Jobs are about teaching responsibility and I think it is more meaningful to repeat the same task a few times to demonstrate improvement in job skills and reliability.
- global & multicultural stories during story time (I want to be much more deliberate in stories I select for read alouds and I want them to be more meaningful)
- groups during math time so that some kids are working on a task they can do completely independently so I have a smaller group to work with while supporting struggling students, re-teaching, and correcting work based on new concepts. I would ideally like to start math with a short review question, teach the new concept, have one group immediately work on some related problems while the other works independently on something else, then swap the groups, then end the period with an exit question to check for understanding. I am not sure what the schedule is looking like these days back home, so I have no idea if that will work, but I want to differentiate better, so that kids are challenged more and kids who need help have more access to it.
- a book club for kids-maybe to take place during lunch? I am not really sure how this could work, but some type of activity to share meaningful reading experiences with kids who might not have as many opportunities to read at home.
- mailboxes in the classroom-previously my students had cubbies and there was an upper slot where I returned work and put papers, but the end of the day packup session was always jammed and crowded. I would like to have mailboxes/trays in a separate area so kids can get their backpacks and coats in one place and then retrieve their papers from another.
- Friday folders- Are you familiar with Mrs. Mimi? She has posted about Friday folders and I love her idea. Basically as the week progresses, any work that is not completed goes into the "Friday folder." When kids have extra time, they can work on assignments in their Friday folder. Any work that is still remaining unfinished in the folder on Friday goes home over the weekend and needs to be completed. I am not sure exactly how I want to make this work, but I like the idea and I need to make myself and my students more accountable for completing and turning in work.
Cocktail Anyone?!
Today was a rough day.
Remember when I shared that I was in the process of making a tough decision and have been under a lot of stress recently? Well today, that all came to a head.
As you may know, I have been working on my doctorate here in Germany. I have a wonderful advisor/professor who has been helping me to stay afloat in my program by means of skyping and completing the coursework as independent study. The program basically has three phases which consist of core work, electives/specialty courses, and the dissertation. I have been working somewhat out of order because I am supposed to be doing core courses this year, but I have been fulfilling the requirements for electives and my curriculum & instruction courses instead due to the fact that I am in Germany. I was really hopeful that based on the success of my remote work during my first year, that I would be able to complete the core courses from Germany as well. I was wrong.
There are 5 courses that I need to be in Portland to take and those courses need to be completed before I can move forward in the program. Do you see where this is going?
I am going back to Portland for a bit.
Not right away, but I will return in August to complete these courses beginning in the fall term of 2010. My husband is staying in Germany. Can you see why I have been so stressed out?! My husband is probably the most supportive person I will ever meet. He was the one who encouraged me to even apply for the program because I thought I would never get accepted. He is amazingly supportive of all the time I spend reading and writing papers and he continues to be supportive of this decision. We made it together and he is happy that I am going after what I want. Of course I will miss him, but we both know that this period of being away from one another is not forever and that we have many many more years to grow old together once I am Dr. T. :0)
The lucky part of this is that I am on a leave of absence from my job in Portland right now. If I return for next school year, I am guaranteed a full time teaching position, which is hard to come by these days in that area. I will not get to return to my same first grade position or at my same school necessarily, but I will be sure to have a position in the district. Knowing that I will have a job makes it a lot easier and makes it more pertinent that this hiatus from Germany takes place starting next year or else I would not have a job to go back to.
The hardest part about this was that I had to tell people here...administrators, co-workers, and the toughest--my friends. I love Germany. I am having a wonderful time living here and I am enjoying my job a lot. I feel like I just started and I had to share the news today that I will be leaving and won't be back next school year. Not only did I have to tell the director, but also the principal, my department head, and my closest friends. Not fun. And I had to do this in rapid succession because news travels fast in our school community and I couldn't bear the thought that people would get wind of it before I shared in person. I have only ever been on the receiving end of a breakup, but I feel like today I was the "dumper" over and over. This decision came completely out of the blue--for them and for me. It is not something I planned on AT ALL. I could tell that each person I told was really surprised and also upset that I will be leaving. Even though I feel in my heart that this is the right thing to do for me, I feel a lot of guilt about leaving. My HOD was especially upset and it was not at all easy to see the emotions that came out at the thought of not having me around. She was very supportive and completely understood my desire to see this program through, but at the same time, she is not at all happy to see me go. It is a big relief that the news is out there now and I am glad to be sharing it with you all because I know my bloggy friends are always chock full of kind words and support.
I am excited at the idea of returning to Portland and seeing my co-workers and friends that I am missing a lot right now. It will be an exciting adventure and it will get me that much closer to my goal of obtaining my doctorate. I am also excited at the thought of having my own class again! It would be great to teach first grade again, yet my experience here in Germany has given me the confidence to teach any grade level and I would love to be placed with any age group at this point. I see the benefits of each grade level and now have experience with grades 1, 3, 4, 5, 6, 7, & 8.
I am also excited for the point at which I come back to Germany and rejoin my friends here and hopefully rejoin the staff at my current school. I am happy to feel the stress slip away because this big secret is out in the open and is no longer something completely eating away at me.
I am really surprised that no one has told me I am crazy so far. Everyone in my family and John's family has been really really supportive and excited for me. I guess I am really embracing this whole life is an adventure mentality. I feel like I have grown up a lot since John first mentioned the prospect of moving here because I know I am strong enough to handle the hard work and the difficulty of being apart from my husband that are headed my way. Instead of balking at this challenge, I am heading straight for it.
So, to conclude my day of stress, I had some chocolate and bought myself new markers.
Office supplies can always soothe my soul....
And I may need a cocktail!
Remember when I shared that I was in the process of making a tough decision and have been under a lot of stress recently? Well today, that all came to a head.
As you may know, I have been working on my doctorate here in Germany. I have a wonderful advisor/professor who has been helping me to stay afloat in my program by means of skyping and completing the coursework as independent study. The program basically has three phases which consist of core work, electives/specialty courses, and the dissertation. I have been working somewhat out of order because I am supposed to be doing core courses this year, but I have been fulfilling the requirements for electives and my curriculum & instruction courses instead due to the fact that I am in Germany. I was really hopeful that based on the success of my remote work during my first year, that I would be able to complete the core courses from Germany as well. I was wrong.
There are 5 courses that I need to be in Portland to take and those courses need to be completed before I can move forward in the program. Do you see where this is going?
I am going back to Portland for a bit.
Not right away, but I will return in August to complete these courses beginning in the fall term of 2010. My husband is staying in Germany. Can you see why I have been so stressed out?! My husband is probably the most supportive person I will ever meet. He was the one who encouraged me to even apply for the program because I thought I would never get accepted. He is amazingly supportive of all the time I spend reading and writing papers and he continues to be supportive of this decision. We made it together and he is happy that I am going after what I want. Of course I will miss him, but we both know that this period of being away from one another is not forever and that we have many many more years to grow old together once I am Dr. T. :0)
The lucky part of this is that I am on a leave of absence from my job in Portland right now. If I return for next school year, I am guaranteed a full time teaching position, which is hard to come by these days in that area. I will not get to return to my same first grade position or at my same school necessarily, but I will be sure to have a position in the district. Knowing that I will have a job makes it a lot easier and makes it more pertinent that this hiatus from Germany takes place starting next year or else I would not have a job to go back to.
The hardest part about this was that I had to tell people here...administrators, co-workers, and the toughest--my friends. I love Germany. I am having a wonderful time living here and I am enjoying my job a lot. I feel like I just started and I had to share the news today that I will be leaving and won't be back next school year. Not only did I have to tell the director, but also the principal, my department head, and my closest friends. Not fun. And I had to do this in rapid succession because news travels fast in our school community and I couldn't bear the thought that people would get wind of it before I shared in person. I have only ever been on the receiving end of a breakup, but I feel like today I was the "dumper" over and over. This decision came completely out of the blue--for them and for me. It is not something I planned on AT ALL. I could tell that each person I told was really surprised and also upset that I will be leaving. Even though I feel in my heart that this is the right thing to do for me, I feel a lot of guilt about leaving. My HOD was especially upset and it was not at all easy to see the emotions that came out at the thought of not having me around. She was very supportive and completely understood my desire to see this program through, but at the same time, she is not at all happy to see me go. It is a big relief that the news is out there now and I am glad to be sharing it with you all because I know my bloggy friends are always chock full of kind words and support.
I am excited at the idea of returning to Portland and seeing my co-workers and friends that I am missing a lot right now. It will be an exciting adventure and it will get me that much closer to my goal of obtaining my doctorate. I am also excited at the thought of having my own class again! It would be great to teach first grade again, yet my experience here in Germany has given me the confidence to teach any grade level and I would love to be placed with any age group at this point. I see the benefits of each grade level and now have experience with grades 1, 3, 4, 5, 6, 7, & 8.
I am also excited for the point at which I come back to Germany and rejoin my friends here and hopefully rejoin the staff at my current school. I am happy to feel the stress slip away because this big secret is out in the open and is no longer something completely eating away at me.
I am really surprised that no one has told me I am crazy so far. Everyone in my family and John's family has been really really supportive and excited for me. I guess I am really embracing this whole life is an adventure mentality. I feel like I have grown up a lot since John first mentioned the prospect of moving here because I know I am strong enough to handle the hard work and the difficulty of being apart from my husband that are headed my way. Instead of balking at this challenge, I am heading straight for it.
So, to conclude my day of stress, I had some chocolate and bought myself new markers.
Office supplies can always soothe my soul....
And I may need a cocktail!
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