Cycle One - The Culture of Childhood

            Who would have thought that one of the major decisions of any parent would be to decide which pre-school to send their child?  I am not a parent yet but I never thought that this decision could have certain economic implications or determine how well my child will do in school later on.  Personally, childhood was a well-balanced mix of play and academics (it’s weird to think of 4-year-olds being academic!).  Regarding play and imagination, I remember being a very creative and active child.  I was always playing with dolls, played house and dress-up with my friends, and enjoyed going to the safest playground in the world – with each set of play equipment set far apart surrounded by rubber pieces which always so painfully got stuck in my sneakers. 

All of this was under the supervision of a parent or a teacher.  I never minded the supervision.  Although adults were present they never interfered in our playing or childhood squabbles.  I assumed that this childhood I experienced was the same for everyone – until this week’s readings I never really thought about others having different kinds of childhood experiences that could potentially affect how successful they were.  Thinking back, I do recall two sisters that lived across the street that my sister and I had frequent play-dates with.  These two girls were from Venezuela and were allowed to leave their home and cross the neighborhood street at a young age without parental supervision – something my American parents, and admittedly myself, would never let a young child do.

On the other hand, my childhood was filled with academics as well.  I loved learning and it was something my parents supported.  According to my mom the church-based preschool I attended taught some reading and phonics but hardly any math skills. Kindergarten through the third grade, academics was not a major part of my elementary school curriculum as I went to a Montessori school.  Student-centered play and student-interest drove what I would do each day in class.  I have said many times that I do not remember learning anything academic at that Montessori elementary school – I credit my parents with teaching me everything I learned up through the third grade.    Every summer my parents would purchase academic workbooks for my sister and I to complete and this is when I remember learning how to write, comprehend my reading, and learn procedural math skills.  Fourth grade and on, once I switched schools, I remember academic learning.  At my new school I had a desk with textbooks and tests and quizzes to take and I was thrilled with this! 

I would like to consider myself economically successful on a personal level and as a benefit to my community.  Whatever government entities or businesses invested in my early childhood education were dollars well spent.  The return I was able to give them on their investment is that I am a creative teacher in the community I grew up in.  I am on my way to earning a Masters degree so that I can learn how to be a more effective teacher and the unconventional projects and games I use in my classroom engage students and make them more critical thinkers.  Whether it was the play or academic portion of my childhood that led to the success I have today (which I am eternally grateful for) we will probably never know since I had a good balance of both worlds while growing up.  Going to a preschool that emphasized socialization and peer play and spending most of my afternoons and weekends with friends at the playground could be the reason why I am unafraid to try new instructional games and project ideas in my classroom.  As well, because academics were an ever present part of my childhood summers, maybe that is why I took high school, undergraduate studies, and now this Masters program so seriously which has led to me having a full-time job that allows me to support the economy.

Continuing on the “return on investment” theme, I wanted to hear first-hand from politicians there views on investing in early childhood education.  The statistics presented in Preschool in Three Countries Revisited were interesting – someone actually took the time to itemize and analyze the economic impact of quality early childhood education programs.  Here is a clip of a debate amongst gubernatorial candidates in Minnesota from back in 2010.  The responses of the politicians to the moderator’s question are true to form: we must be implementing researched-based instructional methods in preschool classrooms.  However, the answer given by the last candidate is the most thought provoking and logical when discussing the topic of investing in early childhood education and its potential returns.

As mentioned earlier, I have not given much thought to my culture of childhood before this week’s readings.  But after reflecting on my past, it raises questions about the culture of childhood my current students must have had.  The high school I went to was diverse but most of the students were born in America.  However, the high school I teach at has a very different atmosphere.  The work ethics and play habits of the students differ greatly than what I was exposed to in high school.  For example, the majority of the students at the school I teach at are Haitian born.  They are always playing basketball (before, during, and after school).  When I was in high school, the courts were seldom used except during P.E. class.  I went ahead and looked for some information about the early childhood education in Haiti.  The video below shows a new early childhood program schools in Haiti are adapting - of which the narrator said the program is designed to share with other schools indicating international use.  The program places an emphasis on students developing individuality - a necessary character trait in adults to support a global and strong economy.   Although this video did not answer my initial question about the traditional culture of early childhood education in Haiti, I ended up liking that this innovative program is making positive changes in one of the Western Hemisphere's poorest countries.  As one mom explained, her four year old daughter is learning how to make decisions and think independently which is needed whether children are playing with one another, studying math, reading, or writing, and out in the job market.

            I do not think there is just one answer – that would be too simple.  In order for adults to be well-rounded students they must be a part of a well-rounded curriculum and culture.  One area should not be the main focus – I feel a childhood culture can incorporate progressive instruction without losing cultural values and still allow time for students to play and engage with one another.

Introduction

Hi everyone!  Welcome to my blog for TE 822!

Professional Work

     My name is Marissa Hoffman but I am commonly referred to as Math Hoffman or Hoffman2point0 when at school because my sister and I work at the same school and we have to differentiate the two Ms. Hoffmans!  I teach students in grades 9 - 12 at a high school in Broward County, Florida.  I just finished my second year of teaching and I taught sections of Algebra 1, Algebra 2, and Pre Calculus.  Each class is my favorite for very different reasons - I can't fairly compare the courses because they're all so different as are the students at each level.  Along with teaching I am also the class sponsor for the Class of 2018.  This group of students are now juniors and I have enjoyed watching them grow during their high school career - I have been their sponsor since they were freshmen!  I am also the co-sponsor of First Priority a student-led Bible study club that holds weekly meetings as well as hosts service projects during the school year.
     Aside from working with the students I also try to be involved at my school by working with other teachers as much as I can.  Starting in August I get to help plan out the curriculum for the Algebra 1 team of teachers!  I am very excited for this opportunity to work with my colleagues and have time aside from the regular school day to plan out lessons that are rigorous and engaging!  Lastly, I enjoy attending professional development seminars.  In a few weeks I will be attending a CollegeBoard workshop to be certified in teaching Advanced Placement (AP) Calculus BC.  I earned certification in teaching AP Calculus AB last summer and back in November of 2015 I attended a workshop to earn certification in teaching Math Studies for the International Baccalaureate program.  I fully believe that in order to be a great teacher you have to be a great student and never stop learning!

Interests

     Outside of school I am rarely resting.  I love going out and finding new, healthy food to eat at local markets or shops.  When I'm not doing I am usually exercising!  I have a lot of energy and I love to move (but I will never underestimate the enjoyable peace and quiet of an evening at home)!  Once in a while you will find me reading a book when I'm done with grading papers or homework for this degree program.  I enjoy classic novels but I am currently reading a how-to book to learning algebra.  Even though I teach and love the subject it's always interesting to read tips and tricks on how to solve algebraic problems from points of view other than the textbook companies!

Portrayals of Teaching

     It may seem odd, but I am not a huge movie or television fan.  The last movie I saw in theaters was when I was back in high school some 6+ years ago.  As well, I usually do not have the time to follow along with current television shows.  I am an avid Netflix user and tend to watch reruns of older sitcoms.

     However, one movie that I love for several reasons, including its portrayal of teaching and learning is Remember the Titans because it shows teaching and learning going on amongst several relationships: student to student, adult to adult, and student to adult.  The film largely echoes the themes of respect and perseverance which are some traits of which those in the public system should be constantly reminded.  The video clip above demonstrates one of my favorite dialogues of the movie.  The tension between the two players is evident since both players are not communicating with each other.  The end of the scene is where my favorite line comes in to play: "Attitude reflects leadership."  This is true for everyone in the school system - students, student-leaders, teachers, teacher-leaders, and administrators.  If a leader would take some time and notice the attitudes of his or her colleagues she will notice that those attitudes stem from the leadership she is providing.  If a teacher wants students that are hardworking, who persevere, and find learning opportunities in every mistake, then the teacher has to set the example and lead by example.

     Lastly I love the television show Everybody Loves Raymond and even though the show is not centered around school, school does work into the lives of the adults through their children.  In this clip above you will find a funny snippet of a parent-teacher interaction gone wrong.  Even though the television show is a comedy, I think it creatively brings to light the disconnect there can be between teachers and parents.  It serves as a reminder how important the parental role is in supporting a student's education and that teachers should reach out to parents as often as possible.  Parents care and want what is best for their children.  Since some parents are not familiar with the ever changing school systems, it is the teachers job to stay in touch with parents about their child's strengths and weaknesses.  It takes a team to help every student reach his or her greatest potential!

An Open Letter to My Students

Dear Students,

            There is a method to my madness.  Always.  The only validity I need for why I call you up to the front of the class to do your work, that terrifying place where judgment and anxiety collide together, is because I have been in your shoes.  I too was once a teenager who did not understand math.  Nodding along in class, passively taking notes, and praying that the teacher would never call on me described my behavior during math class until the tenth grade.

            See, I always wanted to be a teacher.  For some reason I have always wanted to get up early each morning, go to school, and help others discover and learn new concepts and ideas.  I love the environment of schools and several of my teachers became personal heroes.  But, there was one teacher that changed the way I looked, did, and thought of math.  His name was Mr. Mack, a former military drill sergeant.  And that is exactly how he ran his class.

            In the military, you are thrown from your comfort zone where your only option is to survive.  When I call you up to the front of the class to solve a problem or share your work, I know you are uncomfortable.  I was too.  Yes, you will tell me you do not want to take those five, nerve-wracking steps to the head of the class.  You will try to defy me, you’re afraid of making a mistake.  I was too.  There’s an old saying – no pain, no gain.  It is one many personal trainers believe in and a tactic used by the military in boot camp.  When you go to the front of the room, you want to do well and you’re terrified of failing – it hurts.  But there is much that I want you to gain from it.

            How do you combat that fear when, inevitably, your name is next on my list?  You study.  That’s how I fought back – I studied.  You push yourself to ask questions and complete all assignments so that for those moments when you are told, not asked, to come from the front of the room you can be proud of your achievements.  You can show off to the entire class what you have mastered, take charge, and answer your peers’ questions for a change.  That’s what happened with me.  This is a medal of honor.  Not only have you mastered the academic material, you have also conquered your fears of public speaking.  So the next time you whine and complain about me, or any other teacher, calling you up to the front of the room with the philosophy that this strategy will make you a better, prouder student, just know that we do it because it works: worked for us and will work for you.

            Now, I know that this philosophy does not work for every student and I have to make accommodations, but sticking with the military-style, boot camp image, soldiers help each other.  No man is ever left behind.  And Mr. Mack assured the same thing to my Algebra II class.  I may call you to the board and I know, that you know, not a darn thing.  And that’s okay.  I would never leave you up there stranded, but your comrades will assist you.  At the front, you’ll start by assessing the problem and a classmate could get you started in the right direction.  Maybe you find you can begin the problem and need some assistance getting the numbers and variables untangled somewhere in the middle.  Finally, maybe you’ve made it all the way through the trenches, fixed all of your mistakes and are ready to come home but you can’t find the final answer.  You can turn and look at me for help, but I redirect you to your classmates for saving.  As a troop, you and all of your classmates need to work together and finish the mission presented on the board.  I, your fearless leader, have earned my stripes.  I know the answer, I know how to not make simple the simple mistakes you are fumbling through.  Of what benefit would it be if I never let you learn from your own, personal errors?  Why would I let the class sit idly by and be an audience to an individual tutoring session if I walked you through the problem?  I let your classmates flex their muscles and jump into the action to stay warmed up, reinforcing what they already know, so that they are prepared to serve when called to action later that class period.

            Continuing this train of thought, what was the purpose of Mr. Mack, and now myself, running this math class like a boot camp?  Soldiers go through boot camp to prepare for war.  Boot camp enables them to become fearless men and women of valor that, despite being scared, are filled with courage and faith to fight victoriously through the war by relying on their basic training.  Not every battle may be won.  You may not complete every homework assignment or excel on each test.  The goal is not to win the battle but the war.  You will learn from the battles.  Learn what mistakes were made, how to avoid them, make another plan of action to do better the next time.  Because, unfortunately, there is a war.  A large one.  The school system is designed where I put you through nine months of basic training before you’re called to the media center to be placed in front of your enemy, the End of Course Exam from the country of Common Core.  Your mission is to fight as best as you can in the allotted time, relying on the skills learned in my class, to win the war over this standardized assessment and prove what you can do.       

            My plan of attack as your drill sergeant is to simultaneously teach the math content while eliminating fear from your vocabulary.  If you can solve a problem in front of a classroom filled with your peers, unaffected by the judgment of terrible teenagers and their brutal ways, accurately and confident in your skills and knowledge, then I know you can sit down, stare the enemy in the eye, one on one, and leave that media center the victorious winner of the End of Course Exam war.

            I have been there.  I am a decorated veteran.  Mr. Mack changed my outlook on math.  The fear of being wrong was shattered as he pulled me from the comfort zone of my desk and to the open field of the white board. I was completely transparent.  Everyone was going to know how little I knew about math.  But that was what I needed.  The growing pains this teaching philosophy incurred made me grow stronger.  I ended up being able to think critically and master material that I never thought I could before.  The fear of showing my classmates my abilities drove me to the textbooks each night to refine my skills and forced me to raise my hand in class when I did not understand something.  Fear soon turned to pride as fifteen-year-old Ms. Hoffman no longer dreaded going to the front of the room but was excited to demonstrate what I had mastered.  At the end of the school year, I faced the enemy.  The war was long.  Back-up calculators were needed.  And erasers were lost.  But, never was I afraid.

            To my former students, I never told you, but this is why I “traumatized” you every day.  I may not have made clear the reasons you were called upon abruptly to leave your chairs and head towards the teaching zone.  But this was why.  This teaching strategy was used on me and inspired me to become a math teacher.  If a fumbling math student like myself could be transformed into an academic all-star, then I know you can too.  My use of this method has not been perfect.  This past year, my first year teaching specifically, gave me many opportunities to refine my boot camp teaching style into a training program that worked best for me and for each class period.  Thank you for challenging my classroom management and instructional methods by refusing to come to the front of the room, interrupting a peer in a harsh manner, and making me wonder if how I was teaching was actually beneficial.  Many moments in our classes were teachable moments for both you and me.  I will always value them.

            To my present students, you can thank the troop before you for some of my changed philosophies.  I now know that it is psychologically paralyzing for some students to go to the front of the class as Mr. Mack had myself and my peers do.  When I let you go the board with a partner it is because I have learned the importance of strength in numbers.  Sometimes the company of a friend can help you face your fears head on.   When the board is sectioned off into three different columns it is because I have learned the sedating effect of monotony.  Three of you may be called to the board to demonstrate work you have completed to solve different phases of the same problem.  How much more interesting is it to see how three different students’ work comes together to solve one problem.  Lastly, when I let you come to the board armed with your notes to assist you in public battle of the problem on the board, it is because I have learned the difference between a good soldier and a great solider is how well prepared he is.  When a new concept is introduced, sometimes notes are the guidance needed to help make a new skill an old habit.

            Finally, to my future students, you have no doubt heard the horror stories from Ms. Hoffman’s class.  But, you haven’t heard my stories of the pride and confidence I have seen light up your predecessors’ faces once they have swallowed their fears and embraced the front of the classroom as a privilege, not a punishment.  I am still learning as a teacher and want to try new things.  I will not alter my boot camp inspired teaching style, but I am willing to change some of the battles you face.  I am willing to let you create your own battles – let you design problems around what interests you and letting you pick the classmate to battle it.  Or, I can give you the end result of the fight and let you figure out what the enemy did to end up that way.  Giving you the blank canvas in front of the classroom to learn, grow, and show off your strengths has proven effective, this I will not change.

            Sylvia Aston-Warner was a reading teacher who journaled her experiences teaching young children how to read by walking a mile in their shoes to determine the best methods to teach.  Where as Aston-Warner assumed the position of a five-year-old student to develop personal philosophies that would meet the needs of her young students, my personal philosophies were developed as I actually experienced being a teenager who did not understand math and changing into a student whose mathematical understanding was transformed.

            Like Aston-Warner, we both enjoy a classroom environment in which there is “volcanic energy” from students eager to assist their peers or demonstrate what they know, where the “unpredictability” of “interesting people” helps the entire class to “uncover” the individual strengths and weaknesses represented in the room so that everyone can learn together (p. 48).  Lastly, Aston-Warner and I “like the true form of living, even in school,” where students are encouraged to make mistakes, vocalize their needs, and be challenged rather than well manufactured producers of facts they will never need or remember.

            It is very possible that many of you will leave my class and never use or remember some of the math concepts that were taught in the explicit curriculum provided by the school district.  That is fine.  What I want you to learn is how to productively and effectively overcome your fears and become constructive, critical problem solvers.  This type of curriculum will stay with you, and be used, for your entire life.

                                                            With your best interest in mind,

                                                                                                               Marissa Hoffman

References

Aston-Warner, S. (1963). Teacher.

Cycle Three - Should the Curriculum Address Controversial Issues?

Over the past weeks, the design of a curriculum, its evaluation, and its purpose have been discussed.  This cycle, the simple question, Should curriculum address controversial issues? will be answered just as simply: Yes.  We have learned from Leslie Owen Wilson that the curriculum delivered to students includes the explicit curriculum (what is taught) the null curriculum (what is not taught or ignored) (Wilson, 2015).  By removing controversial issues such as homosexuality, STDs, and causes for bullying, students learn that these issues are not important enough to be brought into the classroom.  If a school is to adequately prepare students to be a contributive member of society, the schools must discuss the all issues that society faces.  For example, let’s look at the students attending Crane High School in West Texas.  The superintendent of Crane Independence School District supported an abstinence only sex education curriculum because “if kids are not having any sexual activity, they can’t get [STDs]…That’s not a bad program.”  When the average age of the beginning of sexual activity is 16 (Silin, 1997) it is clear that the Crane Independent School District needs to reflect on the validity of their sex education program.  Why “taboo” topics should be taught in school is simple enough to understand, but the major concern is how these subjects are covered.

            As with all things, discussing controversial topics in all schools needs to be done with sensitivity towards the subject and the audience.  An example of how not to teach controversial subjects is provided by the Gaia Democratic School.  Depending on the maturity of the student, “explicit language” may be overwhelming (Eckholm, 2010, p. 2).  With that being said, it is important that parents are informed regarding what is being discussed and how.  As the guardian, it is the parents’ job to determine if he or she would like her child learning about sensitive subjects in the school environment.  If the parent decides the child is not ready for this, the parent should have the option to have her child removed when the contentious material is discussed – without consequence. 

The issue of audience was frequently discussed in Erik Eckholm’s article.  The issue presented in this article was having teachers instruct their students, of all ages, on the causes of bullying in order to bring awareness to the issue.  While controversial subjects need to be taught, knowing the maturity level of the students is key.  Tammi Shulz, the parent of a five year old, did not want homosexuality taught to her daughter because of her young age (2010).  Knowing the audience for this controversial curriculum would mean that kindergarten aged students, such as Shulz’s daughter, could learn about homosexuality on their terms, such as some people have two mommies, some have two daddies, but anything that goes in depth regarding the details of homosexuality would be inappropriate for this age group.

A large part of knowing the audience is making sure that the content being taught is appropriate for their maturity level, but also of interest to the students.  In previous cycles in this course, we have learned that a curriculum should be one that students are interested in so that they are motivated to learn.  Why not let students ask their own questions to learn more about certain material that personally affects them.  A great method my school uses when introducing a new topic is Chalk Talk.  The teacher places the topic on the board and students are to write all around the topic what they know about it – the fun part is that students are not allowed to talk to each other while doing so, the “chalk” is suppose to do the talking.  Imagine a second grade class where the students are to learn about HIV/AIDS.  Some students may know a lot about the virus, others may have never heard about it.  Using the Chalk Talk method above, the teacher can gain insight into how much her class knows direct her instruction to meet the students’ interest level (as well as maturity level).  When given the chance to direct their own education, the initiative taken by some students will is surprising.  Students can learn more from their peers, as did students in Albuquerque Public Schools with their student-led anti-bullying campaign.

As Jami Coffman mentioned in the news segment above teaching frequently debated subjects is just one more things for teachers to do.  To avoid piling more onto teachers’ overloaded plates, could controversial subjects be taught within the context of another subject?  The example provided by Thorton sums up this concept.  In American History, the heroin Jane Addams is discussed.  Although she never came out as gay, evidence shows that she lived a single life, surrounded by other women all working towards the goal of women’s rights.  Homosexuality may not be explicitly taught here, but within the context of American History, students can study the effects of homosexuality.  What kind of life did Jane Addams, or another openly gay public figure, have?  Was his career affected?  What were social views during that time period (2004)?  How about math?  A math teacher could have students analyze trends and correlations in HIV/AIDS infection rates in urban and rural areas.  Success rates of rehabilitation for individuals addicted to drugs depending on if it was a government or private rehabilitation program could be investigated.

Controversial topics should be addressed in schools in order for students to be well-informed, productive members of society.  Why these subjects should be covered in schools are fairly obvious, although parents do have a right to remove their children from these classes if necessary.  The more pertinent question that teachers and school districts need to consider is how these concepts are addressed so that students are well-informed about all aspects of the world around them.

References

Eckholm, E. (2010, November 6).  In school efforts to end bullying, some see agenda. The New York Times.

Silin, J. (1997).  Hiv/aids education: Towards a collaborative curriculum. The Curriculum Studies Reader, 245-263.

Thorton, S. J. (2004).  Silence on gays and lesbians in social studies curriculum. The Curriculum Studies Reader, 362-367.

Wilson, L. O. (2015). The second principle. Retrieved from http://thesecondprinciple.com/instructional-design/types-of-curriculum/