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.