BlogPost 8

"The Good School" presentation

FieldPost 3: Heights High

Paulo Freire challenges my all my thoughts on how someone should be taught. Being directly told information is the usual process I have experienced in my education, especially in history course. Trying to think of another way to get important historical information across without spitting out facts frustrated me because I plan on be a history teacher. The Banking Concept of Education by Paulo Freire explains the process as 'depositing' information into students heads, making them 'receptacle' for teachers words. The easier the student allows the 'depositing' to happen, the better student they are.

Going to Heights High, I was able to observe a history teacher do exactly what I could not think of. Mr. Phisher challenged his students minds with a project to described how the united states law making process works. All without regurgitation text from a text book. He developed a group project for the students to create their own laws. The guidelines were to take a old law and fix what was wrong with it, or create a new law that would better the life of teenagers, and present it in a powerpoint. After their presentations, the class would vote on if the law should be passed or not, the same way congress would. Students were tasked with thinking outside what has already been told to them, and develop a solution on their own. While watching Mr. Phisher, I couldn’t help but to smile as he executed a lesson plan so effectively when I couldn’t even start to think of how to get around The Banking Concept. He got his students truly excited to work on their projects. One group was done with their presentation and asked if they could practice presenting on me. Their law changed the voting age from 18 to 13. This didn’t give 13 year old the right to vote on all issues, but it did allow them to vote on issues such as school funding and what it should be spent on. This was an important issue to them because they felt that their school had not given them that option. With current construction going on at their original high school's location, they wanted a say in how rooms were going to be constructed, and what furniture they would have to be sitting in every day.

Paulo Freire stated “The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their interventions in the world as transformers of the world” (Freire 105). Mr. Phisher’s class was the perfect example on how to teach students without banking information. And challenging laws implemented by figures higher than the students solves Freire concern of “automaton” thinking humans. Observing teachers like this ignite my influence to teach. Witnessing these lessons from an omniscient position in the classroom fills me with a motivation to gaining the knowledge of how to become the best I can be in the field I have always dreamed.

BlogPostIT

Using the Post-It note process with this section of reading made made it more easier to understand at the end of the reading. Having a constant flow of my own ideas within the book allowed me to really think in depth about ideas while I read over them. 

My favorite Post-It from this section of reading was on page 107 where Freire states, "This concept is well suited for the purposes of the oppresses..." As Freire goes into depth about the concept of banking knowledge, he says that this form of learning produces a bias environment of the people who do no receive the "proper" education. This statement really makes me think about our history and our current education system. High stakes testing have been know to be bias. From voting limitations during the Jim Crow era kept Black men form having a voice in the government. In addition, other tests such as the ACT was, at a time, bias due to its wording of questions. Some questions would be on topics like golf, so for those who do not reside in a high social class can not relate to the question.

Wanting to try and combat this cycle of bias teaching, I found myself not knowing how to move foreword. Reflecting on my own educational experiences, this form of banking knowledge seems to be the exact was I have been taught, but with constant verbal reminder that I will need the exercises for "critical thinking." I believe the only true way to get around this unfortunate process is to rework the whole educational system. This comes with specific details that I can not come to work out such as regulations on what is taught. Trying to not force memorization without application is a hard idea to get around and am glad its a new topic on my mind due to the process of writing my current thoughts while reading the passage.

FieldPost 2: Shaker Middle School

Building bridges with the people around you crates better environments. This applies to all situations from relationships with coworkers, teachers, and neighbors. In To Teach by William Ayers, building bridges came into theme in chapter 4. Through different scenarios, Ayers uses a literal bridge for a turtle, bridge between adolescent and adult, and Sal Adams teachings effect on others. These bridges are all resembled in different ways, but mean the same thing. That is connecting with others is a life lesson that does a great deal of good. In doing this, songs are build that creat relationships.

At shaker middle school, I observed many bridges teachers built with their students. My first observation was that Mr. A always got to the level his students were. When students were sitting at a dest, he would get on his knees in order to get even eye contact with his students. He made sure to never look down at them. I find this practice extreamly welcoming. His students were exited for him to come over and check their work. Another trait Mr. A showed would make a stop at every table for the same about of time. This gave the student all the attention they needed, without showing favoritism. Lastly, Mrs. S was deeply  sincere with everything she said. While she was working the overhead, she talk to her students with a loud and clear voice, that  came off engaged in their topic every time. This made her inviting in every way. The kids wanted to talk to her, end it seemed they felt comforted by her demeanor.

BlogPost 4

Dear Sandra R. Williams/Marlene Anielski,

Hello, my name is Stone Rainey. It has come to my attention that Ohio elementary schools are not meeting regulations, and you are aware. I say you are already aware of the situation because this exact issue has been taken to the Ohio supreme court on five different occasions, and each time has the same outcome of schools being ruled as unconstitutional unfit for . This is a topic close to my heart and hurts when I see children who cannot help their situation, but are stuck dealing with poor learning environment. This is not a problem in all neighborhood. This situation comes more often in high minority level schools. To my understanding, efforts have been made to counteract these kids horrid conditions. Under further research, I have found that since the implication of this act has cause wealthy schools to become wealthier, and the less fortunate schools further into poverty.

As my congressional representatives, I would like to know what you are doing in order to get a hand on the unconstitutionally fit schools that students are still are still enrolled in? Please contact me to let me know what your plan is, and if there is something that can be done on a civilians end.

Sincerely,

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Note: I am looking to make the congressional representatives feel a sense of urgency and responsibility with he structure of the letter. This, in hopes, will put a driving force behind them to get real results, not just a nice letter back thanking me for the concern.

Field Post 1: Noble Elementary School

   The trip to Noble Elementary School opened, and closed, my eyes to the different fields of education. The field I am perusing is a high school history position. Observing an elementary class further pushed me in the direction of high school. Throughout my time in a 4th grade science class, there are additional topics that need to be tough in order for the students to do well later on in there student lives.
   Developing basic skills, and teaching/refining problem solving skills are a big focus in the elementary school level. Repeated reminders are needed to keep the students focused. "Raise your hand," and "Look in the book" were two things that were repeated quite often. Having to remind children to speak in turn is not the area I am looking to improve with my future students. Along with having the same question from nearly every student when its typed out on the handouts is an area where I would not want to have to deal with every day. Constant micro-management is required for students to succeed and develop the problem solving skills needed in higher education, and real world problems.
   Lastly, a constant reward system is needed to keep the kids attention. While observing this 4th grade class, I realized that a lot of the kids enthusiasm toward the topics were forged by the reward they knew they would get if they reached 100 points. On the SmartBoard in the front of the room, each students name was listed, and had a number about the avatars head. This number represented the points earned by those students. A pizza party is the reward at the end of 2 weeks, and if the student hasn't reached their 100 points, they do not get to participate in the event. When the time comes for me to teach to kids, I do not want them to look at the work as a busy work to get a piece of pizza out of it, I want them to enjoy the topics being tough. This is something that can only be consistent with other age groups who do not need the reward system to get engaged.

WebPost1: Class Survey

Hello,

My name is Stone Rainey. I was born and raised in Pepper Pike Ohio, and graduated from Orange High school. I am looking to teach high school history, preferably 11 & 12 grade. Skateboarding is my hobby, and main mode of transportation. In addition to being a student, I work two jobs. One at Chipotle, and another at Water Way (car wash). Family is the most important thing to me. They are the only ones who can't leave you.

A cool teacher that creates an open environment is what makes me willing to take risks in class.

Throughout my last 3 years of high school, I had a Chinese teacher who was the best. She cared more about us learning the langue and fully understanding topics than us getting good grades on test.

I feel that there are teacher who only teach what is required, and don't put emotion and passion into their teaching.

What are your hobbies?
What drove you to become a teacher?