Education is everyone’s business in Metlakatla”
Our (Annette Island School District) Vision
Integrate culture, writing and technology across the curriculum to engage student participation and increase student achievement.
Integrate past and future experiences’ in writing and technology in the math curriculum to collaborate student’s knowledge with new concepts that will prepare them for jobs that might not yet exist.
As a leader in my classroom I need my classroom vision to acclimate to our school vision. My classroom is a place where students will be part of the learning process. Their knowledge will dictate where I will start and the end goal is to meet the Alaska standards. Students will use technology to learn through solving math problems and writing out their thoughts on topics that pertain to their knowledge through research. As Dan Meyer stated, “I sell a product to a market that doesn’t want it, but is forced by law to buy it.” I don’t want to rely on the law to force my students to learn. I want to bring creativity to learning where the students will be engaged in their learning. I use technology along with the book to keep us out of rut of a routine. Bennett, from his TEDTALK on “Why math instruction is necessary”, also suggested more logic puzzles and games to develop the analytical skills in students. I try to offer this a couple times a week to challenge their skills. My goal is to create lessons like Burgess, Teach like a Pirate, where I have to ask myself, “would the students show up on Saturday for this?” This is a challenge for me, but worth it for the students’ engagement sake. The ultimate goal is to prepare “students for jobs we don’t even know about yet.” Ellen Ullman had taken this point from Kelly Cedo and it is a point that we, teachers, shouldn’t ever forget. Our students have to live in the future that we don’t know enough about.
As a leader of the classroom I need to personally know my students and incorporate their aspirations and dreams in the learning through technology that will prepare them for future jobs that I don’t know about. I do this by listening to their interests, incorporating new technology in my classroom and creating real world word problems that they see as relevant to their future. My weakness as a leader is relationships with my students, I know it and I work at it. When a person comes into my life, whether it is a student or peer, I have to figure out how to get along with them whether we like them or not. When we don’t like some one Bregman says that we could be just seeing ourselves in them and not liking it. He states, “ . . . chances are, the reason you can’t stand that person in the first place, is that they remind you of what you can’t stand about yourself.” So I reflect on myself and try to find out why I am struggling with this person. I try to learn more about them so I can understand them. I accept them for who they are and I don’t expect them to live up to my standards. I know they have free will and will make their own choices. I want to be a great example for my students to take what I model with them. So, I work at listening to them, I accept them for who they are and encourage them to work beyond their comfort to help them grow as a individual.
Teachers are leaders that need to listen and guide the students through their educational journey. With this in mind I need to help my students to discover and explore the math concepts and see a future use of their math practice. As students are introduced to new concepts, they feel the demands of the change that is required of them. I will lead the students through “knowledge” change and allow them to express their feeling and acknowledge what they are experiencing and assure them that they will succeed in conquering the concept put before them. As their leader, I need to help them through this change and assure they will survive and conquer each step. When they fall I will be there to help them up. During assessments I assure them that it is a dipstick moment of checking “what they know and what they don’t know”, so I can teach them what they don’t know. After the assessment I tally the questions missed with the student’s name and reteach the misunderstanding. When I teach I emphasize the points that were missed on the test. I go to the student’s table and personally teach those that didn’t get the concepts. This practice builds confidence in the students knowing they still have a chance to learn the concepts that they missed.
My vision adaptation is a work in progress and I share this with my peers. I hear their ideas and share mine and through this I share ideas that lights a spark in them where they want to make a change in their teaching approach. As teachers and leaders we have to stay flexible in our lives to keep our teaching effective with our students.
Bennett, John. Why math instruction is unnecessary. TED Talk. Retrieved October 9, 2015 from http://www.bing.com/videos/search?q=ted+talks+math+teacher&FORM=VIRE1#view=detail&mid=39D03040A4F508DEB4E639D03040A4F508DEB4E6
Bregman, P. (2012) Working with People you Don’t Like. Fox Business. Retrieved on November 6, 2015 from http://www.foxbusiness.com/business-leaders/2012/09/21/working-with-people-dont-like/
Burgess, D. (2012). Teach like a Pirate: Increase student engagement, boost your creativity, and transform your life as an educator. San Diego, CA: Dave Burgess Consulting.
Meyer, Dan. Math Class Needs a Makeover TED Talk. Retrieved on October 9, 2015 from http://www.bing.com/videos/search?q=Math+Class+Needs+a+Makeover+TED+Talk&Form=VQFRVP#view=detail&mid=E1BF47403F102E7CE388E1BF47403F102E7CE388
Ullman, E (2011). How To Plan Effective Lessons. Education UpDate. Retrieved from http://www.ascd.org/publications/newsletters/edcation-update/oct11/vol53/num10/How-To-Plan-Effective-Lessons.aspx