Standard #8
Integrate curriculum among disciplines, and
balance historical and contemporary research, theory, and practice.
In order to fulfill standard #8, educators must integrate interdisciplinary models within their curriculums. For example, multiple disciplines should be used to connect the particular unit of study to the students’ personal lives, as well as across other disciplines. Daily lessons found within unit plans should demonstrate a consistent integration of multiple subject areas, specifically history, politics, economics, and current events. The beauty of English is that I have the ability to implement a vast amount of articles, topics, documents, or ideas into my lessons because there is no one way of teaching ELA. Unlike math, or science, there is no formula-based, step-by-step regiment. ELA can be taught through a variety of ways, which only solidifies the originality, creativity, and beauty within this specific discipline.
As an educator, it is necessary to keep up to date with the up and coming theories, and practices evident within the given discipline certified. Therefore, educators must " reflect on their own teaching performances in light of research on, and theories of, how students compose and respond to text and make adjustments in their teaching as appropriate" (3.7.1) in order to be effectively current in their subject-matter implementation, and theorem(s). In order to find out what works best, trial and error takes a major role in teaching. Sometimes lessons may fail in order to come to a consensus of effective theories/ practices, but that is okay. We, as ELA educators, must be willing to, at least, try.
Since I kept a journal while student teaching I was able to monitor my own "learning," alongside my students. I was able to go back and see what worked really well for me, and what I still needed to work on. Specifically, in terms of my classroom management, I was able to cite different techniques I used and eventually conclude the best ways to settle down my classes. At my school, the bells don't necessarily mean much. If you were to walk in the hallways five-six minutes after the bell, one may never know class was in session. Lateness is a major issue at the High School I was at. So, of course, setting my classes down at the beginning of class was difficult at first. But, fortunately, I was able to use "wait time," thus patiently standing against the desk, or board staring at everyone with my arms crossed. Usually a few students get the hint and reel in the rest of the class. By journaling, I was able to follow my progress, my successes, and what I still need to work with, which has been a fantastic aid for me. I also noted some of the students' responses, or reactions, which helped me to plan future lessons. Hence, I was able to figure out what spoke to them and what did not.
For my senior classes, I assigned a final project for the text, Nickel and Dimed, which asked students to read the text, analyze, and assess the chapters, present on their given topics, and create a budget with a journal entry. Students were asked to considering working conditions of the past in the U.S., comparing them with today's working laws, and the Obama Care Bill components. We also watched movie clips on capitalism, and listened to an NPR radio recording about immigrants, and how hoard work lead to success for one Mexican man. Students also needed to use their knowledge of economics, in order to create a "mock budget" using a $1500 monthly sum. They needed to compile their research to find an appropriate job, housing, and also calculate the food, and living expenses. Their mathematical skills were also called to use here in order to figure out how many hours a week they would need to work to make $1500, depending on the hourly wage they found. Also, when adding up the sums of housing, food, utilities, and other expenses, math skills were needed. Students were able to connect material studied in history, economics, and math during this unit.
As an educator, it is necessary to keep up to date with the up and coming theories, and practices evident within the given discipline certified. Therefore, educators must " reflect on their own teaching performances in light of research on, and theories of, how students compose and respond to text and make adjustments in their teaching as appropriate" (3.7.1) in order to be effectively current in their subject-matter implementation, and theorem(s). In order to find out what works best, trial and error takes a major role in teaching. Sometimes lessons may fail in order to come to a consensus of effective theories/ practices, but that is okay. We, as ELA educators, must be willing to, at least, try.
Since I kept a journal while student teaching I was able to monitor my own "learning," alongside my students. I was able to go back and see what worked really well for me, and what I still needed to work on. Specifically, in terms of my classroom management, I was able to cite different techniques I used and eventually conclude the best ways to settle down my classes. At my school, the bells don't necessarily mean much. If you were to walk in the hallways five-six minutes after the bell, one may never know class was in session. Lateness is a major issue at the High School I was at. So, of course, setting my classes down at the beginning of class was difficult at first. But, fortunately, I was able to use "wait time," thus patiently standing against the desk, or board staring at everyone with my arms crossed. Usually a few students get the hint and reel in the rest of the class. By journaling, I was able to follow my progress, my successes, and what I still need to work with, which has been a fantastic aid for me. I also noted some of the students' responses, or reactions, which helped me to plan future lessons. Hence, I was able to figure out what spoke to them and what did not.
For my senior classes, I assigned a final project for the text, Nickel and Dimed, which asked students to read the text, analyze, and assess the chapters, present on their given topics, and create a budget with a journal entry. Students were asked to considering working conditions of the past in the U.S., comparing them with today's working laws, and the Obama Care Bill components. We also watched movie clips on capitalism, and listened to an NPR radio recording about immigrants, and how hoard work lead to success for one Mexican man. Students also needed to use their knowledge of economics, in order to create a "mock budget" using a $1500 monthly sum. They needed to compile their research to find an appropriate job, housing, and also calculate the food, and living expenses. Their mathematical skills were also called to use here in order to figure out how many hours a week they would need to work to make $1500, depending on the hourly wage they found. Also, when adding up the sums of housing, food, utilities, and other expenses, math skills were needed. Students were able to connect material studied in history, economics, and math during this unit.
In one instance, while teaching the concept of "social significance" in chapters 17, and 18 of Twain's The Adventures of Huckleberry Finn, I incorporated a current event story on an NBA basketball player, Jason Collins, who is now the first professional athlete to announce he is gay while still an active player: history in the making. In order to further the effects that social significance played in the family feuds in the text, I wanted to give the students something personal, and hands-on, per se. Jason Collins was breaking down barriers, and leading a path for the youth of America. I have one student in my sixth period class who is openly gay, and she incorporated some meaningful insight into the discussion, whereas other male students were extremely "close-minded." I simply re-adjusted my lesson plan for the day in order to incorporate these news breaking articles just printed in time for this discussion.
Additionally, I propelled the discussion by explaining how those who once could not admit to being gay, due to the stereotypes and barriers before them, especially in such a testosterone, male-driven sport like basketball. This man could not be himself, and he was hidden behind a 'mask." I wanted to explain to my students that they must strive to break through barriers, and stereotypes, even if "it doesn't affect you," which was a common response among students. In reality, my students at Westbury have gay teachers, may even have gay friends who are still "living a lie," and in the future, may have gay bosses. Therefore, it does, and could affect them. I want to instill into my students minds that we must go against the nonsense, and make way for positive change. After the discussion came to a fault, I made sure to relate this back to my original lesson on Huckleberry Finn. I asked students, what causes "hate," and we wrote a list of reasons on the board. This was in turn related to the "feuds" evident in the chapters of study for today. In conclusion, I also asked-- how does social significance play a role in the slavery, and racism we are exposed to throughout the entire novel?
In order to suffice the last sub-standard of #8, in which, educators must "use teacher-researcher models of classroom inquiry to analyze their own teaching practices so they can better understand what enables students to speak, listen, write, read, enact, and view effectively in varying learning situations" I have made sure to type up reflections to all of my lesson plans in order to enhance my theories and practices as best to my ability. Also, during my placement at Westbury High School, I was finally able to conduct a teacher work sample, in which I analyzed, and assessed my element grade students' writing progress. Alongside their growth, I also learned a great deal about successful, and unsuccessful improvement techniques amongst my students. A teacher work sample is a fabulous technique to assess effective teaching, lesson planning, and assignment strategies, as well as the individual student progress being monitored, and analyzed throughout. ElA classrooms should consist of consistent, and effective learning and growing in order for each and every party involved to reach their full potentials.
gallery walk including elements of economics, current-events, Long Island real-estate prices, and the U.S. job market
lesson plan incorporating artwork and history with Huckleberry Finn
final project for seniors: Budget and written journal entry.
Student sample #1: budget and journal entry
Student sample #2: budget and journal entry
Additionally, I propelled the discussion by explaining how those who once could not admit to being gay, due to the stereotypes and barriers before them, especially in such a testosterone, male-driven sport like basketball. This man could not be himself, and he was hidden behind a 'mask." I wanted to explain to my students that they must strive to break through barriers, and stereotypes, even if "it doesn't affect you," which was a common response among students. In reality, my students at Westbury have gay teachers, may even have gay friends who are still "living a lie," and in the future, may have gay bosses. Therefore, it does, and could affect them. I want to instill into my students minds that we must go against the nonsense, and make way for positive change. After the discussion came to a fault, I made sure to relate this back to my original lesson on Huckleberry Finn. I asked students, what causes "hate," and we wrote a list of reasons on the board. This was in turn related to the "feuds" evident in the chapters of study for today. In conclusion, I also asked-- how does social significance play a role in the slavery, and racism we are exposed to throughout the entire novel?
In order to suffice the last sub-standard of #8, in which, educators must "use teacher-researcher models of classroom inquiry to analyze their own teaching practices so they can better understand what enables students to speak, listen, write, read, enact, and view effectively in varying learning situations" I have made sure to type up reflections to all of my lesson plans in order to enhance my theories and practices as best to my ability. Also, during my placement at Westbury High School, I was finally able to conduct a teacher work sample, in which I analyzed, and assessed my element grade students' writing progress. Alongside their growth, I also learned a great deal about successful, and unsuccessful improvement techniques amongst my students. A teacher work sample is a fabulous technique to assess effective teaching, lesson planning, and assignment strategies, as well as the individual student progress being monitored, and analyzed throughout. ElA classrooms should consist of consistent, and effective learning and growing in order for each and every party involved to reach their full potentials.
gallery walk including elements of economics, current-events, Long Island real-estate prices, and the U.S. job market
lesson plan incorporating artwork and history with Huckleberry Finn
final project for seniors: Budget and written journal entry.
Student sample #1: budget and journal entry
Student sample #2: budget and journal entry