M8U12A1

Thu Nguyen

Cohort 01/2016

M8U12A1

REFLECTION

In the effort to provide a full view on my understanding and progress in teaching, I combined videos of two 4^th grade classes in this final clip.

Frankly, I would give myself the maximum score for the following areas.

1. Clear objectives – expectations – logical instructions è Better scaffolding

The objective of the lesson is clearly stated at the beginning of the lesson and my students are aware of the expectations, rules, skill to be learned, as well as the final product. All instructional steps are printed and posted on the black board and projected orderly on the white board. Therefore, student’s individual needs are all met, especially for those who are either beyond or behind the expected speed.

2. Informal formative assessment – large group sharing

Time pressure is one of the biggest concerns for teachers. As its result, time for large group discussion and sharing is limited accordingly. Right at the beginning of the lesson, we meet and sit in a circle to share what students know about the artist and his famous painting. It is truly our joyful moment when the teacher listens and learns from student’s life experiences. From these responses, I can estimate how interesting the lesson will be and what triggers their interest and engagement to learn this challenging skill, proportional drawing.

3. Shared reading approach in Art class

For elementary level, I believe the hook of lessons roots from their curiosity and the love for reading. Beginning an art class by reading relevant books is a powerful start. Moreover, each student has a chance to read a page so that together we understand the reasons behind the most mysterious smile of Mona Lisa.

4. Better classroom management: student engagement - emotional and behavioral management

As commented by my instructor, Katherine Holman, I have a gift of engaging students. I believe so. I am happy my passion, patience, and devotion are paid back. In order to enjoy such a gift, I believe that my seat chart is reasonable. As videos, students sit in three groups for individual practice, but only students with behavior issues sit around my instructional table where the projector is. Isabella and Kai are students who need a close supervision and they have better result sitting alone, either with me or within my eyes. Sifa, on the other hand, is a student who has a good effort but rarely satisfies with her work or hardly make it in her full potential. As videoed, she cries when fails to follow the class. Therefore, extra support including time, patience, praise, and feedback are so critical. Similar to Sifa, Daniel is a student who often leaves his paper blank and usually finds excuses for his works. This is the first time he can complete a part of the drawing within the class and willingly spend some extra time with me after class to complete it properly. On the contrary to Sifa and Daniel, Dana is a gifted student but also cries when she is allowed to read only one page of the book. All mixed emotion has gone and what left is their shiny smiles and satisfactory feeling when a challenge task is accomplished.

5. Objective achievement – visual aids and technology integration

When I first introduce the goal of the lesson that we will draw Mona Lisa with the proportional concept, my students yell in shock. However, they all satisfy with their own work. I can imagine how frustrated they may face when being left behind the class. There is why visual aids and projector are critical in my classroom. The steps of drawing are projected on the board bigger and clearer, I can use different color makers to bold the most confusing dots, lines, and shapes. For those who are either advanced or behind can refer to the prints on the black board. As its result, the whole class can complete the first sketch within 45 minute of the lesson.

6. Critiques, feedback, praise è self-correction and creativity

Having students critique their own work of art and providing on time feedback are helpful for the later process, self-correction. So are questions, praise, and motivations as usual. As a part of the freedom and creativity, my students are allowed to style their own Lisa. Some may add sunglasses; some suggests changing the background behind Lisa; others change the color of her hair and add hair clips. They are my true hair and clothing stylists and real young artists.

The only flaw in this video lays in the unstable color of the subtitles. I wish I could make it all black if I have my IMac with me during this transition. Except this little mistake, the rest is quite good. I truly hope my effort and progress is evident and convincing to become a teacher of today and tomorrow.

M8U11A1

Thu Nguyen

Cohort 01/2016

M8U11A1

REFLECTION ON INTASC STANDARD 10

If professional development has been focused for a long time, teacher leadership seemed just emerging as an important matter in the education field. In this reflection, I am going to share my first year experience in both areas and how it relates to the two articles in this unit.

Challenges

I do agree with some reasons indicated in the Teacher Leadership-Leading the Way to Effective Teaching and Learning (Barnett Berry, Alesha Daughtrey, and Alan Wieder, Jan 2010) why there are some challenges to have teachers actively in leader positions. The salary and bonus, time, peer pressure, and school policy and culture, in my opinion, are considered as key aspects. In almost countries, teacher’s salary is not attractive and so is the bonus and motivation. It might be not the same everywhere but in many schools, teachers have to pay in full or almost expense for their professional development courses, events, and seminars if they are not assigned by the school. On the other hand, teachers’ priority is for and with students, lesson plans, grades, and reports. In my first quarter, I hardly found time for my family and leisure. Being in leader positions for some fresh teachers may become problematic in terms of peer pressure. That is why I totally agree with Marium Rizvi in her sharing about Middle School Teacher at the School of Integrated Learning (MS 354). Experience and long service may be considered for some leadership positions. Finally, the fact is that the portion of teachers in the school board of directors or district policy makers is still modest, as mentioned in the article Teacher Leadership-Leading the Way to Effective Teaching and Learning (Barnett Berry, Alesha Daughtrey, and Alan Wieder, Jan 2010). It is also true in my school, where teachers are only invited to the open session of the monthly board meetings, but the closed session when the decisions are made excluding teachers. Another truth is that out of ten head counts of the board of my previous school, eight of them are parents who had less and no experience in education as well as school operation. In short, the motivation for teachers to lead the changes is limited in many ways. The top-down model still exists in many schools.

Skill enrichment

There is no doubt that profession development is the proper approach for teachers and ultimately for student’s learning. Taking my own case as an example, I see another “I" after taking the Teach-Now course. Similarly, I am able to prepare more properly my lesson plans, to manage better my classroom time and improve my classroom management skills, to address effectively student’s needs, and to maintain my tone and energy throughout the days. After some extra-hour learning about Atlas, Renweb, and Google site and forms, I have completely different perspective towards my work. I see many solutions for many prior doubts and hesitations, and was truly convinced that technology plays an important role in teaching and learning nowadays.

           

Positive changes

While professional development is fundamental that every teacher looks forward to advance his or her profession, joining leadership team is something not every teacher takes it seriously. I do agree with Marium Rizvi in her sharing about Middle School Teacher at the School of Integrated Learning (MS 354) that serving as a leader strengthens skills, enables new ideas and tools provided that teacher owns or is equipped with leadership skills. Even though I do not support the idea of lunch leadership meeting, I really enjoyed participating in this Lower School decision making team. I appreciated the fact that my voice as a representative of my team was listened and some of my suggestions were considered and approved. I saw myself think and act in a higher level than just focusing on my own subject and caring for my own events.

For example, this year Lower school will change the calendar based on my notice that elementary students spent so many times for night school events. We will apply “all in one” monthly performance by grade in which core subject teachers, PE, music, art, language and IT teachers will work with students for their events. The outcomes are to reduce idle time for students in annual music school performance, to have combine music and art skill in their grade assembly, to minimize unexpected distractions and overloaded facility. Similarly, in order to prepare for such a successful night event, after school activity for students and teachers who involve in organizing or performing will be cancelled; and this will be written in the school handbook.

The evidence for the true collaboration was that our specials team including music, art, PE, and IT teachers were helping each other preparing one of the best exhibition and performance in the past Spring where I had to plan for the whole event, the PE teacher led some students making posters, the IT teacher was in charge of the site despite his MAP busy time, the music teacher could concentrate on rehearsals, and we received many offers of help from other teachers. Similarly, special teachers joined the committee team in many other events like Science fair, Character Day, UN day, African American history week, Francophonie week, and Field day. We enjoyed working with each other and planning for school-wide events.

Passion - Patience – and Vision

Sharing the same vision and passion for all and each teacher remains a challenge. What made me so passionate to accomplish many things in a year was because I love this job. Considering a fresh teacher, I had three-year experience in ECC, four-year homeschooling, and one year in PTO. Serving as a leader of the specials team, I brought many perspectives and pragmatic solutions to our weekly leadership meetings, after many-year observation in the view of parents, mother, and teacher. One of my findings was that each change took so long time to be recognized and for decision to be made. Many good ideas exist but not having a strong determination to make them happen and even to have a trial. We talk about technology integration for so long time but my visual art classroom had one computer for the teacher. Waiting for a trial was not my way of working; I provided my own devices despite the current school policy banned elementary students to bring their devices to school and many doubts that I might break the school rule. The determination and passion overcame these obstacles and made our student’s works a hit.

Another factor was found challenging for teachers of the previous generations, at least in some countries in Africa. They may need more time and training to familiarize teachers with computer relating works and reports, as well as new grading, planning, and behavior management systems. One day in-service may not be sufficient and some teachers find intimidating asking for extra help. What I did was that I had exit ticket for them to fill in and made sure I read and answer each question and schedule my time to sit privately with them, especially when the report time was due. In an effort to bring technology to teaching and help teachers feel easier with it, I collaborated with the IT department to modify the report format, skill codes and definition, and behavior codes. I also found out that grading system was not functional well for planning lessons. Until the administration this problem, teachers suffered using two systems for lesson plans, at the end of the year they were truly convinced to use only Atlas for lesson plan and Renweb for grading and report. Why I mention many changes relating to technology and system is because I believe the school board members are not system users and thus should not involve in making decision. They should be informed which system the teachers use, for the transparency reason, but not the decision makers. It must be teachers who daily use systems decide which ones are friendly used and well-functioning.

Last but not least, I believe any teacher should be given opportunities being leaders and I encourage fresh teachers to bring new ideas and perspectives in looking at and finding solutions for existing problems. As mentioned in Teaching students and teaching each other: The importance of peer learning for teachers. NBER Working Paper 15202. Cambridge, MA: National Bureau of Economic Research by Jackson, C. K. & Bruegmann, E. (2009, July):

“A sophisticated new study has found that schools staffed by credentialed and experienced teachers who work together over an extended time generate the largest student achievement gains. Students of less-experienced teachers who had access to the most accomplished colleagues made the very greatest achievement growth gains.”

I have no objection having students guide by experienced teachers, but not necessarily that less-experienced ones show less delivery. It depends on each teacher’s ability and vision. For example, in this first year working as an art teacher, one of second graders won the top-twelve award by AISA Art challenge in January. The fact was that I incorporated this international theme in my curriculum and therefore all elementary students went through a unit called African Inspired Art and each grade produces different works of art uniquely and creatively. At the end of the unit, even we had to form a committee to vote for only one artwork represented the whole Lower School out of 240 ones but we all enjoyed this journey of learning, while my colleague in the Upper School approached her students differently as an optional choice. As its result, there was only one submission and unfortunately it was not awarded.

In short, if professional development changed me into a more effective teacher and a life-long learner who eagerly looked forward to making changes, then serving as a leader made me more reasonable, mature, and patient. I truly enjoyed this challenge and opportunity.

M8U10A1

Thu Nguyen

Cohort 01/2016

M8U10A1

REFLECTION ON INTASC STANDARD 9

In this reflection, I am going to write about what have been done and what will be done in two areas; ethical practice and professional development, in my journey with education.

My ethical practice was much improved when I was working with my students. There were some areas I believed I did a good job. The first evidence was to create a welcoming, inviting, and respectful learning environment. It was extremely important for students to feel safe, invited, and belonging in classrooms. Before the school resumed, I worked carefully on the floor plan and classroom physical setting to ensure the safest and the most convenience for my young learners. We had places designated to large group meeting and individual work, materials keeping and preparing room, artwork storage and display. Greeting students and chatting in front of the class door was one of powerful practices to maintain teacher and student relationship. Communicating clear expectations, focus, standards, and student’s works in the real classroom setting and via my classroom site helped parents and students aware of what have been learned in my classroom. I was glad that my idea creating an art site for the entire lower school was strongly supported by the principal and the director, and greatly welcomed by parents. As its effect, the communication between parents and teacher was improved and the lower school modified this idea by creating a common site where each subject teacher updated their weekly and monthly news or works or projects for sharing with parents and community. Having student’s artworks hung inside and outside classroom, in the principal office and teacher lounge promoted art spirit. Painting an African life on the glass door reminded us where we belonged and why we should respect this land and its people. Generally, I was glad that my classroom received the most onsite and online visits of parents and the room was a relaxing and inspired place for team meetings and for student free choice during the past school.

Learning together while promoting identity and self-expression was proved in my ethical practice. Grouping and paring were used to help students learn best at their own pace with their peers. Frequently, I offered extra time, before and after school and during recess, for those who needed extra help.  Generously motivating and praising students were never abundant while remaining constructive feedback. Facilitating art critiques, encouraging self-assessment, peer feedback and group evaluations were applied to help students self-correct with a stronger commitment and willingness.  

Thirdly, this school implemented annual school climate survey two years ago. Thus I had more evidences on what I did well and what I should improve. Learning from the results and listening to feedback from students and parents helped me adjust myself accordingly and effectively to response to their needs. I began implementing a visible mail box on the classroom entrance, spending time to talk to students who have behavioral problems, applying reflections after each unit or lesson taught for both me and students, sharing concerns about limited resources for teaching and learning with my supervisors and requested for more investment for this particular grades and subject. As its result, there was a plan for installing a projector and a document camera in each classroom and having a computer lab for lower school students. Hopefully, teaching and learning needs will be better addressed integrating with technology in this school.

Regarding the professional development, it is a lifelong learning journey. Adapting highly to the family situation, I unfortunately suffer some interruptions in my job as well as career while teaching, as other works, requires continuity and practice. However, teaching different subjects and grades has enriched my experiences and I happened to be an art teacher who loved interdisciplinary lessons that helped students to make connections among subjects learned.

During the past school year, I attended a week of professional development provided by the school and in-service days each month. A new grading system called Renweb was adopted last year and replaced report cards running on Window XP or win word documents, as I quickly got it, I collaborated with one colleague in the Upper School to provide a training session for the faculty in October and remained as a post training support for those who needed help. Similarly, I was inspired by an Upper School Math teacher via his online quiz running on Google forms and site and happened to learn many tips from him when developing my art site. Learning and sharing were a true joy I had last year.

Following the requirement of the school, I registered an online course to obtain a teaching certification or license with Teach-Now starting from January. I will complete this course this month and hopefully there will be more opportunities for me to join schools in my new destinations. I am now considering time and finance aspects for an Art course but have not decided yet when and where it will be due to the family relocation and transition. I need some time to better understanding this new country in order to make a reasonable decision. During this home staying time, I was helping my own teenager son whenever he feels needed in particularly Math as he attended an AP Pre-calculus course this year and the first PSAT last month. He used to be my first student when we employed homeschooling for him ten years ago when I was blank in teaching. After having classroom experiences, I found out many differences between a private tutor and a classroom teacher, I confirmed the class size matters and demands a bigger effort, thus feel now so much easier when tutoring my son with high school level.

To make it short, I had a satisfying school year with many valuable experiences. Thanks to the challenges, difficulties, and limited resources, my flexibility was stimulated to the maximum level. I did have three last months toward the end of the school year working in the highest capacity to introduce the first time Art exhibition integrated with technology, to ensure the learning progress with Teach-Now plus early clinical practice. I was paid back. My exhibition was evidence of what I have been learning and what 21STC teaching requires. It was demonstrating disciplinary skill, technology integration, and student personal expression in creating works of art. For those who could not attend this event, a video composing grade level exhibit posted on my site a day after. I am looking forward to gaining more and new experiences in this career. 

M8U9A1

Thu Nguyen

Cohort 01/2016

M8U9A1

REFLECTION ON INTASC STANDARD 8

In this lesson, my second graders will create their own cutout collages inspired by the artist Henri Matisse. Corresponding to the visual art AERO standards, students will be able to apply visual awareness to the creative process and create art reflecting personal observation and experience. In order to help students master the content, concept, and skills, many instructional strategies are employed following the gradual release of responsibility and student-centered approach.

Large group discussion – Visual aids – Interactive instructions - Formative assessment

Traditionally, we meet as a large group in the first maximum ten minutes. I use our agreed attention code and begin the focus lesson. The artist name and his artwork prints are hung on the black board. Students are then asked to share their prior knowledge about the artist as an informal way of formative assessment. Ensuring interactive instructions in the focus session is my common practice. After posing questions and having students name shapes used in the sample artworks and interpret the meaning of his compositions, I introduce the technique used by this master of cutouts: painting with scissors, and request them to repeat it. This is a great way to help students remember the concept focus of the day.

Modeling/Demonstration

Modeling the new skill is a must in art before fully releasing the responsibility to students. Creativity blossoms when students are aware of or taught new skills. My goal for this lesson is that students are able to cut shapes without definitive sketch or drawing, rulers and pencils, they are encouraged to follow their heart and mind when producing cutouts in both geometric and organic shapes. Understand that most of students at this age are able to cut geometric shapes but may find a bit challenge for organic shapes, my modeling aims right at this goal.

Clear requirements– safety rule reinforcement

The requirements for the final artworks are written on the white board so that students are aware of my expectations. Modeling how to hold scissors properly is not abundant, especially for students struggling with fine motor skills. Reinforcement of safety rule is equally important when exposing young learners to sharp tools like scissors. Ensuring a safe and zero accident class is non-negotiable in my classroom.

Seating chart – With-it-ness

Students are grouped in three small groups while working on their artworks. However, you may notice one girl sitting alone with the TA. This is a gentle girl who unfortunately lost her mother last month. As per my observation in the previous class, she had a slight conflict with other girls in her group. I intentionally offer her a calm place with the teaching assistant until she prefers being with others.

Individual practice and teacher’s observation and feedback

Time for practice is often about 75 percent of each period. My young artists need time, space, motivation, and immediate support to complete their works at the end of each lesson. Circulating around the room is fundamental to facilitate individuals.

In conclusion, a satisfactory lesson requires not only a careful lesson plan but also adequate instructional strategies on site, with students. Executing these strategies along with proper classroom management skills ensures the engagement of students, the delivery of the content, and the mastery of taught skills.

M8U8A1

Thu Nguyen

Cohort 01/2016

M8U8A1

REFLECTION ON INTASC STANDARD 7

A good work requires a good planning, an appropriate execution, and back-up or ad-hoc solutions. An effective teacher is a master of all these factors to compose a meaningful lesson for students. Most of the time teachers spend is not for speaking and teaching in the classroom but for planning what they are going to teach. According to the local law in this country, Ivory Coast, the total in-class time of a teacher should not exceed eighteen hours per week, teachers are required and provided the sufficient amount of time for their back stage work, planning for instruction.

Building cross-disciplinary skills

One of the most recommended skills of the 21SCT for students to demonstrate is cross-disciplinary. This lesson is planned to help kindergarten make connections between Math and Art. From my experience with this age level, some students still write numbers backward. So this hidden number lesson in Art aims at both tackling this issue and developing drawing skills for young artists. Before launching this lesson, I did refer to the school standards for math of this particular grade, then debriefed my plan with the homeroom teacher and agreed the approach in order to make sure we aligned.

Meeting learning goals

With that goal in mind, the lesson focuses on numbers that are often written backwardly. (2,3,4,5,7,6,9). One number will be learned at once. After each drawing lesson, students will be able to call out hidden numbers from the artworks, trace them using fingers, then write them confidently. During the focus lesson, as videoed, students gradually build a strong connection among lines, shapes, and numbers. They see how lines connected to make numbers, then shapes, and finally pictures. When students follow instructional steps, they develop not only the drawing skill but also enrich eye and hand coordination. The lesson helps to strengthen student’s number writing skills, to build up basic drawing skills, to connect math skills in art, and vice versa.

Teaching strategies

Interactive instruction is the key to check the prior knowledge and to engage student’s participation. Questions are used to facilitate thinking and stimulate correspondence. Statistically, the hook at the beginning of the lesson promises the engagement and the commitment of students at the later stage. Clear objectives are evidently stated to ensure students are aware of what will be learning and is expected of them.  Holding the focus session not more than ten minutes enables students at this age level stay in focus. This is the key I’ve learned and experienced. Teacher long lecture is one of the least preferable things in student’s dictionary, and in everyone’s, I believe. Managing time and ensuring the delivery of the content are perhaps the most challenge I faced at the beginning of the year. After daily self-reflection and listening to my students and my assistant, I’ve improved dramatically my management skill.

Everyone needs time to digest, to practice, and master the skill. The portion time for individual practice can make up to 50 percent in my plan for each lesson, along with small group strategy, students are provided space, time, and individual support when needed. Re-demonstration is always needed. The understanding of the students in the focus lesson does not guarantee immediate independence. So critical is “we do” strategy. As videoed, I intentionally change the position of the board to make sure the best access and vision for all students at each instructional step and the supervision to two small groups at work. Praise, motivation, and immediate feedback are often used to direct students in each progress that they make.

Art talk or critiques is held in a fun and simple way. Empower students is the key for inspiration. The career spirit day is actually out of my original plan. But I immediately find it perfectly fits in my plan of that day. Students come dressed in their future job costume, a part of social studies curriculum, and share about their choice. Manon who chooses to become an artist is given a real chance to lead the class. Her aspiration for art truly makes the talk easier, more meaningful, personal, and reasonable to herself and her peers. It is a proof of peer learning. It is evident when Leo seeks for Manon’s feedback and then automatically realizes that a background is needed.  The responsibility is completely transferred when students demonstrate can-do attitude.

In conclusion, planning is the heart of a smooth lesson. It takes time to think, to write, and even to foresee unexpected issues but its result always deserves. All the effort is paid back from the moment I see the shinny and satisfying smiles on student’s faces for their own artworks and they are aware of what should be done to perfect each detail.

M8U7A1

Thu Nguyen

Cohort 01/2016

M8U7A1

REFLECTION ON INTASC STANDARD 6

In my teaching subject, no standardized test is required for the elementary level. Even so, it doesn’t mean no assessment exists. Assessment in art is not about preparing students for tests, it is about engaging students in their own growth and guiding them in the decision making.

The lesson is for the 3^rd grade in the Aboriginal Art unit. Students will work in groups to create their own stories illustrated by Aboriginal symbols.  Since we were already half way when I began videoing for the clinical and so I missed many periods showing formative assessment along the way. However, the video provides a snapshot of strategies used in both formative and summative assessment.

Critiques

It is a common practice in art to help students describe, analyze, interpret, and evaluate artworks of not only others but also of self. For young learners, critiques may be very sensitive but it proved to be one of the most effective strategies when it is appropriately approached. My young artists exercise critiques along the process of creating art. With this approach, students are given many chances to learn from mistakes, to adjust when possible, and therefore to meet the goal easier.

Teacher/Peer Feedback and Observation

Grouping strategy benefits not only students but also teachers. It surprised me seeing how my students took the active roles leading this project. Some groups worked beyond the expectations. When one member of the group was absent over many periods, the others worked harder for the absent peer in order not to miss the deadline. What I like was to see how different genders think and work toward the set goal. Girls are driven by imagination and details while boys are more determined, effective, and fast decision making. Conflicts and arguments were unavoidable especially for some individuals, but they show respect toward other’s ideas and opinions in groups. Beside keeping the pace and time, I provided many praises, motivations, and questions to guide the creating process.

Self-assessment and group evaluation

Since the nature of the final artworks requires the collaboration and creativity, for the first time, I empowered my students to do the assessment and give scores for self and for group. Their honesty and their maturity, as videoed, affirmed my trust. It totally convinced me that when students were involved in or aware of criteria and goal setting, which was fully described at the beginning of the unit, they become meta-cognitive and understood exactly what was expected of them.

Peer and self-assessment also helped to create a learning community within the classroom.  It gave students a sense of all the things they have to consider when setting and marking work, thus students can learn from their previous mistakes, identify their strengths and weaknesses, and learn to target their learning accordingly. This enables students to better understand assessment expectations and work towards improving their own performance. Generally, it can encourage students to take greater responsibility for their learning. Taking this a step further, it transferred the ownership to students, fostering deeper engagement with the assessment and their learning.

The final products spoke for effective strategies employed in this unit. I was extremely content with the imagination, creativity, collaboration, and the ownership my 3^rd graders exhibited. For the full collection of seven stories, click the link below. Enjoy!

https://sites.google.com/a/icsabidjan.org/mrs-le-s-art/3rd-grade

M8U2A2

Thu Nguyen

Cohort 01/2016

M8U2A2

REFLECTION ON STUDENT CASE STUDY

My case study is about the behavioral issue of a 4^th grader. Briefly, Bella is a 10 year-old girl, born in UK, in an English and Cameroonian family. She joined this school starting from the 1^st grade and continued up to 4^th grade. Bella is a skinny girl who likes hands-on activities. Bella shows interests in music and art, and like helping teachers. Bella lives comfortably with her parents and one kindergarten sister in a villa compound near the school. The family caregivers are often responsible for sending and picking the girls to and from school.

Behavioral issues – Interventions – Progress versus pending

While Bella’s academic record showed no significant concern, the numbers of Bella’s office referrals drew my attention. Bella was reported to engage in hiding or stealing things of others. She often made noise during the focus lesson and distract her peers at work. She rarely aligned with others when working in assignments. Especially when being alone or in circumstances of less adult supervision, she was often engaged in some unexpected or off rule actions. One time, Bella poured two containers of paint into the running water when it was her turn to be a sink helper with the curiosity to see how colors were mixed. In another painting lesson, she spread paint all over her two hands and pretended to bump on other’s T-shirt. When being reported, Bella often denied her responsibility. Not only taking actions unexpected, Bella’s posture and gesture also showed her uncertainty. When being asked to present her idea in front of the class, she couldn’t stand straight, often hid herself behind others, avoided eye contact with teachers, and spoke in a low voice.

What came to my serious attention was the incident, which was called a lost and found story. Bella found a glucose supply container of one friend in her class who had a serious level of diabetes and had to self-carry an emergency kit around her belly 24/24. Instead of returning that part of the friend as instructed by the PE teacher, Bella noticed me in my Art classroom that she found it inside my paper shelf! After meeting with the school nurse and the related teachers, I found out the truth of the story made by Bella and this was not the first time Bella involved in such cases.

Some interventions were applied immediately such as meeting with her parents, scheduling her in a lunch program with the school counselor, and engaging her in activities that she is interesting in especially music and art. Via the meeting with her mother, one of the active and supportive members of PTO, we got to know more about the family situation that the mother just miscarried a baby and Bella and her younger sister were often taken care by nannies instead of parents. The mother also admitted that she used to have a similar behavior during her childhood, a desire to grasp things from others.

I thought one of the reasons of Bella’s behaviors was to draw the attention of adults and I believed she would be more responsible given the trust and the opportunities. My solutions consisted of rearrange the seat chart, assigning Bella in helping jobs under supervision, pairing her with peers who had less conflicts with her, praising Bella every time she showed an improvement. As its result, her performance in the 2^nd and the 3^rd quarter jumped and showed a big progress. She was engaged in class activities and her artworks were remarkably creative and impressive. She also volunteered to help one peer in the mask unit, and their both artworks were extraordinary. Surprisingly, Bella was a careful and extremist. She never gave up even with a tiny stain on the floor when helping cleaning, a job that she loved to help with. Bella’s influence and inspiration to others were remarkable. She was able to call many friends, including boys and girls, to help cleaning the room after each lesson. Her group also created a lovely song called “Rescue” and sang it cheerfully. When receiving the certificate award, the best helper of the month, she was motivated and became more confident when sharing about why and how she liked helping the teacher. Her mother was also happy receiving my report.

For whatever reasons, Bella was reported to steal a portion of modeling clay in my classroom in the last quarter, which really saddened me. Since I did not see her taking it, I had to refer Bella to the counselor. After two meetings with the counselor, Bella finally admitted she took it without asking for permission.

My presentation at VC dated 16 Oct

I did expect to share more about the case and was ready for the interactive Q&A session in this VC. Unfortunately, the Internet connection was not at our side. There was always a delay every time I spoke and the screen was reported frozen. Thanks to the flexibility and the well role defining of the instructor and my fellow cohorts, I got all questions recorded by one cohort, some were answered on site and the rest will be shared in the later part of this paper. What I liked about this interactive Q&A was that everyone had to review the case presented via Prezi, VoiceThread, Screen Recording, or video before the date we met. During the session, we had one time controller, one facilitator, and one note recorder so both presenter and audiences interacted actively while the instructor was a participant.

Questions and suggestions received

1. Katherine: How do students respond to her since her behavior seems socially unacceptable?

- During the first quarter, very few peers wanted to be in the group with Bella, and Bella seemed not to fit in any group in her class, and she seemed being isolated.  When her improvement was shown, she gained more confidence and was observed having friends around and more network, especially when she voluntarily helped one boy in the mask unit.

2. Jeffrey: Are her parents brought in for the many incidents that were referenced, stealing, etc...   Can her father be brought to be part of school-life?

- Rarely unfortunately, but mother is an active PTO member. She also admitted to having similar issues when she was younger. I think there are tow reasons for the disconnection. Firstly, the father is too busy with work and travel to attend meetings with teachers. Secondly, living in a too much comfortable zone having so many caregivers around the kids or leaving kids in the hands of helpers, parents will somehow lose the impact and education on kids.

3. Katherine: My thoughts:  attention-seeking child, what is this about? 

- Your thought confirms my point above. Bella’s symptoms appeared around the time her younger sister was born, and it worsened when the mother miscarried another baby. Both parents seem having no time or attention for her. It needs to mention that her younger sister was an opposite of Bella, a very well behaved girl.

4. Ralph: The behavior is escalating-possibly because of something at home possible conflict (sibling, father)

- There is no conflict with parents and family, but she spent a lot of time with nannies instead of with her parents. Perhaps, it relates somehow to the focus or appreciation of parents to the younger sister or the pregnant period the mother had gone through.

5. Katherine: I wonder if she can be given specific tasks jobs each week that give her a sense of belonging and importance?  If the dad is gone a lot is there a way to utilize a notebook, not necessarily a behavior chart, but a notebook where Bella could once a week write her dad a letter about what she's learning, looking forward to, etc....and he could respond? 

- This is a genius idea. I wish I could share it with Bella and the counselor.

6. Brittany: Thu, are there specific consequences for her behavior at school and does she clearly understand her impact on other students? Similarly to my friend "Andrew" she seems to be acting out with no regard for others

- Yes, there are. We had classroom and office level. Bella received six office referrals not only this year, but also in the previous years. What I surprised was no official record in the school behavior system so that we could keep track and align ways of interventions. I seemed to be the first teacher using this tool and was not receiving the full support from the principal.

7. Katherine: Before she is set off to be independent, can’t there be a review or a set of prompts that are given to her regarding expectations?

- There are clear set and agreed rules, consequences, and expectations in each classroom. I believed the homeroom did a good job in managing the overall class. The teacher and I did meet and share many concerns plus interventions regarding to Bella.

In conclusion, Bella has two extremes. One where she is helpful, caring and responsible when being supervised, but when unsupervised she is engaged in these unexpected and disruptive actions. She has met with the counselor, but the behavior continued. I think behavior prompts, office referrals and detentions many time over years did not solve the problem, stealing still exists in here and there and Bella is not the only case. The long-term approach must be the perception and responsibility education and perhaps along a school wide campaign saying no to stealing, similarly no to bully. The school administration must also strictly apply detention as indicated in the handbook for the sake of the majority of student body. Her parents seem essential to her improvement and behavioral success. Teacher’s supervision and motivation are equally important.

M8U6A1

Thu Nguyen

Cohort 01/2016

M8U6A1

REFLECTION ON INTASC STANDARD 5

Application of content is a wide concept for teachers. The expectation of INtasc standard 5, I believe, is to engage students in problem solving relating to authentic local and global issues. Although this particular lesson did not address the highest level of the standard, it truly engaged students not only in making connections between Math and Art in the digital age through a meaningful and authentic learning experience but also helped students develop interdisciplinary skills using critical thinking, creativity, and collaboration. However, this reflection will walk you through the lesson videoed and some evidences to demonstrate my understanding about this standard.

1. The lesson’s reflection

This lesson was delivered in the last quarter of the year when I found less chance to apply the standard in full capacity. It was a continuity of the lesson for grade 3 called “Digital versus Symmetrical Portrait”. Many 21^st skills were integrated in this fun and meaningful learning experience.

Interdisciplinary, authentic, and collaborative learning

The symmetry concept in mathematics was applied in a practical view and in a fun way of learning. Students were guided to the portrait topic using their own faces. The most exciting part of the lesson was when students used Ipad and Iphone to take portrait photos of peers. The big gap between device and numbers of students brought them closer and provided the togetherness. I loved to see my students played roles such as photo directors and photographers. I enjoyed seeing their collaboration to produce high quality portraits.

The second and third day of the lesson, as videoed, were used for individual practice. Students applied symmetry concept and drawing skill to complete another halves of their faces. The most motivation was that the faces appeared proportionally compared with the originals, even though not all students could achieve this level but you can see my talented artists regardless different genders.

Using the most fashionable devices of the age

Mobile devices used in the previous lesson to produce the digital portraits were the hooks and means of learning in this 21^st century. Using this fashionable tool truly transformed the classroom to be more student-centered and engaged them in learning via playing. As videoed in the meeting with the mentor, I emphasized how important to perhaps review the current school policy regarding the ban of mobile device in the classroom. If the school was not able to provide the devices, I think BYOD policy should be applied under the control of teachers.

Teaching Strategies

Backward strategy

The final products were presented to students right in the 1^st day of the lesson. And each following day was a scaffold toward the target. Similar to project-based learning, students were clear and well-informed expectations and therefore they set a clearer mind and a proper attitude to deliver the result.

Modeling-  “I do”- is the most important part of my lesson. I explained while demonstrating each working step. I thought finding symmetrical dots or points on a portrait photo would be more challenging for this group age than on a geometrical shapes they used to in mathematics. My thought was confirmed when students entered the individual work.

Individual support

After “I do”, individual support is critical to help students slowly reach the final target. As shown in the video, some students who struggled from math faced challenges in finding symmetrical dots precisely. On the other hand, Seone, the Korean girl, in this class and her twin brother, Paul, worked extremely well even though they were newcomers of the month.

Gradual release of responsibility

On the third day shown in the video, I invited Seone to show how she found symmetrical dots in front of the class. Students were given time to complete their work of art and also encouraged to help each other in the group.

2. My evidence reflecting the standard 5

During the school year, especially in the first to third quarter, I did have many project-based experiences with elementary students. Most of the projects were interdisciplinary, literacy integrated, and subject to school-wide events. Art played an integral role and was interwoven in many ways of learning and creating. Students were guided through social studies and art or world language and art projects. Homeroom teachers, subject teachers, and I worked together and conducted lessons either in their classrooms or in mine. We were a team of teaching to ensure the best approach to student’s learning.

For example, during the African American History month, our campus was transformed into exhibition sites, which visualized the history and the progress of African American worldwide.

 

African American History Month - The Underground Railroad site by PreK-KG

Associated with “Harriet Tubman” poem by Eloise Greenfield

Harriet Tubman didn’t take no stuff

Wasn’t scared of nothing neither

Didn’t come in this world to be no slave

And wasn’t going to stay one either

“Farewell!” she sang to her friends one night

                  She was mighty sad to leave ‘em                 

But she ran away that dark, hot night

Ran looking for her freedom

She ran to the woods and she ran through the woods

With that slave catchers right behind her

And she kept on going till she got to the North

Where those mean men couldn’t find her

Nineteen times she went back South

To get three hundred others

She ran for her freedom nineteen times

To save Black sisters and brothers

Harriet Tubman didn’t take no stuff

Wasn’t scared of nothing neither

Didn’t come into this world to be no slave

And didn’t stay one either. And didn’t stay one either.

Inspired by a Picture Book of Harriet Tubman by David A. Adler and Sweet Clara

And the Freedom Quilt by Deborah Hopkinson

Beale Street’s Colorful History – Grade 1

Seneca Village project – Grade 3

 

Grouping to build 3D models of church and school

 

Other groups work on sketching and drawing

 

Fun with making and playing with toys

Likewise, Francophonie was one of the school traditions to promote French in the community. My 2^nd graders learned a poem

 

Grade 2 - La maison de Francophonie

Associated with the poem below

J’ai bâti ma maison

Sans sable, sans eau.

Le cœur de la France

Forme ses grands murs

Les bras de l’Afrique,

Le sol et le toit

Les rires de l’Asie

Les portes et les fenêtres.

Les yeux de l’Amérique

Eclairent ma maison.

Douce est ma maison,

La Maison de la Francophonie!

I hope this reflection will provide a full and clearer view regarding my comprehension and my ways of delivering this standard, despite a part of it was evident in the video. Contradicting with the traditional way of teaching and learning, I love working with other colleagues to guide students through disciplinary projects. Some projects reflect local or global issues, others don’t. The ultimate purpose of education in 21 STC is to help students realize, visualize, and apply skills or concepts learnt in real life situations and issues.