Instruction and Assumptions...

I am reminded of the old saying of what happens when you assume.... but I digress. I believe that we all assume much too often. For me, my assumptions about learning do more with the family home life. I assume that all children can learn, but at the same time, I wonder what their highest capacity for learning is? I assume that parents are involved in their child's life and that they care. I assume that all parents have the capacity to help and that all children will try their best. I assume that all students really aren't bad kids- just a bit misguided. And lastly, I assume too much....
So many things have the ability to shape a child's learning capacity. In my opinion, some of these things include socioeconomic status and whether the child is more concerned with survival, where their next meal is coming from, and where they are sleeping that night rather than reading. Those children's basis of education is extremely street smart. Another thing that I believe shapes a child's learning capacity is their family status- whether or not their parents are together or not, speaking to each other or not, and whether custody agreements are on a solid schedule or not. I believe that a lack of educational support from home can shape a child's learning capacity and when a parent is too busy playing video games to help a child with their homework, how is that child supposed to value an education?
Does a teacher have any influence on these children's learning capacity? Absolutely. As a teacher, you are a constant solid unwavering rock in that child's life. You have the ability to make that child have a great day, believe in themselves and build their confidence, learn extraordinary things, and challenge them to be the best human that they can be. These assumptions about learning can shape their instruction because it's not just about book learning.... in some cases it's about survival. It's about teaching a kindergartener how to call 911 and make themselves something to eat without cooking. It's about making a child feel safe when they are at school and knowing that you are there to listen and be the steady adult in their life. It's about showing these students that you care and it's about building trust with their families so that they feel comfortable, and not threatened, by the educational system when they need somewhere to turn to for help.
As I was reading chapter 3 by Danielson today, I couldn't help but think that I want to be that teacher. After reading this chapter, I sat in awe and had a flood of thoughts about the teacher that I would love to be.... I want to have the ability to arrange for learning rather than teach and design learning activities that coincide with the content, instructional goals, and student interest. I want the classroom that is comfortable and respectful of all students and where learning routines and procedures are handled efficiently. I want my students to look back at me and just not say that she was a 'good' teacher, but one who cared for each individual child. I want the classroom instruction to be motivational and meaningful and the students to be engaged and lastly, I want to engage in the professional responsibilities that make great teachers. I guess you could say that I want it all... the question is, how do you get there? Do you start out in the area of professional responsibilities and learn from those around you on how to gain insight into the other three areas?
My mother, who has taught for over thirty years now, has always told me that whatever school I'm at, no matter the grade level, look for the oldest grayest haired person and make them your best friend. They've been around the block, seen it all, tried all kinds of methods, know how to communicate with colleagues and families, and normally they are an extremely accomplished teacher inside the classroom. They are professional kid watchers and could teach circles around you- learn as much as you can from them. As I read about the professional responsibilities listed by Danielson, her words kept popping into my head and I couldn't help but think, perhaps this is one of the ways you can learn to be that teacher.

Enacting Curriculum

"Instead of a national curriculum, what we need is a curriculum for every child." -Charles Handy

What is the purpose of curriculum and what role do we have as teachers in this purpose?
The role of curriculum... in a way, I've never been more confused. I came into this module thinking that curriculum is a straightforward blueprint or plan of a student's educational path. However, as I read and contemplate the various ideas, I'm beginning to think that in addition to curriculum being a blueprint, it is a way for teachers to understand and learn about what they are teaching. If we don't understand and internalize what we are teaching, how can we expect the students to do the same? If we aren't having fun teaching it, how can we expect the students to have fun learning it? It is a teacher's job to be the instigator, the facilitator, the team member, a question asker, philosopher, and expert of the subject.

How much control do we have in the designing of the curriculum? How much should we have?
I believe that teacher's have a minimal amount of control when designing the curriculum. We have a limited ability to voice our opinions about what we teach (In Kentucky, teachers follow Core Content and the Program of studies.). These standards, which vary by state, are a "map" for us to follow in our teaching. However, at each school in our county, we are allowed to create a grade level curriculum (Amidst rumors that a mandated county wide curriculum is in the works.) and teach it in the order that we would see fits best, as long as it aligns with the core content and program of studies mandated by the state of Kentucky. I fear that a tightly controlled curriculum would take much of the creativity out of teaching is the district tells you that on day 17 you are to be teaching lesson 6a. What happens if the students don't get it? Are you allowed to reteach? Are teachable moments permitted such as when the class butterfly hatches from it's chrysalis? Isn't it about creating those life experiences... I don't think that would be found in lesson 6a.

How does the curriculum that you have look like in your classrooms in a day to day environment?
At the beginning of each semester, my kindergarten team sits down to map out a skeleton plan of the months ahead. Although we don't plan verbatim, we discuss where we think we should be around each time of the year. For example, around Thanksgiving, we plan on using the old French tale, Stone Soup to discuss the art of giving and sharing with those around us. Since most of our curriculum is integrated due to a three hour day, there is really little chance to have time slots to have a reading hour or math hour, let alone science or social studies. My classroom reflects the curriculum, but does not follow it verbatim. I use a checklist in my planning to make sure that all curriculum that has been mandated is being covered.

Curriculum Design

As I've buried myself in these readings, I can't help but think of our purpose for curriculum. Prior to reading, my thoughts on curriculum consisted of two basic ideas. To me, curriculum was a plan, a guidebook if you will, on how to teach in each grade level. I also thought that curriculum was a way to cross disciplines and connect subject levels together. However, after a few hours, I see that it's so much more.
Curriculum is something that we need to consider because it is the force that drives everything that we do as teachers. How we approach curriculum is up to us. It can be the dull and boring regurgitation of facts followed by question and answer worksheets that coincide. As Wiggins stated, we need to encourage the students to follow a question-answer-question format and presented to us rather than accepting it as fact.
As I examined all of the models of curriculum that were mentioned in our readings, I would like to think that my classroom is most like Wiggins- daring the students to think beyond what they see. In a way, this makes me think of the children's tale by C.S. Lewis, The Lion, The Witch and the Wardrobe- Lucy found this magical armoire by seeing something that really wasn't there. Her siblings at first found her to be crazy, but they then tested it out and found that there was more than what meets the eye! How can you not challenge your students to think in this way?
Currently, my teaching "life" is at a kindergarten level. Many of the students entering my classroom are doing so with few experiences at home or daycare. It also seems that many of their early experiences revolve around a T.V. or video game. For me, creating a inquiry based environment where learning is about finding out more on a daily basis is key. How can you not encourage students to get involved and ask questions about the world around them? I feel as if I diminish their questioning skills now, will they ever look beyond what's just inside the cabinet and see something magical?
Wiggins talked of a need for a "modern" curriculum. To me, this would look like the students doing and not just reading. The modern curriculum would connect the various subjects studied in their school lives with their lives in the outside world. A modern curriculum would be made useful and meaningful and students would realize that in order to become intelligent, you must realize that you aren't intelligent. The world around you has so much to offer and school isn't the only place to learn. To me, a modern curriculum would be expanding a child's mind beyond a classroom and teaching them where to find things if they don't have the answer.