Welcome to EDL 522. As part of the requirements for this course you will be required to post comments to this blog after every class session. These comments should be a reflection of the readings, lectures, guest speakers, activities, or discussions that occurred during the day.
I hope you enjoy the class and I will do my best to share with you the theoretical and practical lessons that you will need to be a successful school administrator.
Sunday, October 5, 2008
New Posts for EDL 522
Here is where you will post your comments and reflections. I hope you enjoy the class.
As a teacher, I agree that relationships are crucial. Before rigor and relevance can take place, relationships must be built. One way that I build relationships in my classroom is through morning circle. Each student has time to share anything he/she would like. It can be a material object or just what's going on in their lives. I also use this time to share about what's happening in my life. The kids especially like hearing about my daughter and wife.
I also believe in the importance in developing relationships with students. I have seen students struggle with certain teachers, yet excell with others. In those situations, the only relationship with those teachers is the teacher being critical of the student at all times. When I feel that a relationship with a student of mine is stressed, I often seek an opportunity to show I care about them. A great way is to just talk to them about their interests before class, or sitting down with them during lunch for a nice conversation. These activities can go a long way.
In my area of teaching it is extremely important to develop a positive relationship with my students. If there is a problem outside of my room with one of my students, their reaction to me in the heat of the moment is highly dependent on the trust factor and our developed relationship. It has not failed me yet and has helped to defuse many a situation that could have had a much different ending.
I also believe that it is very crucial to develop relationships at all levels, and not just with students but with parents and all other members of the staff. I feel that students open up more when they feel cared about and are willing to give more effort because they know that you care about them.
I really enjoyed the personal conversations that we had today in regards to our experiences as educators both good and bad. I feel that this is one of the best components of these classes with the collaboration and sharing of experiences.
My ah-ha moment from Saturday was discovering the most crutial decisions we will make as administators are who we hire. I am still visualizing the major component of a principal's job is the management side of things; the way the school is run. I knew that hiring was one of the things we were going to do; but the responsibility of the hire will fall on us. I never realized that until our discussion. It is the people you put in place around you that will ultimately determine your suceess.
Sunday (10/12) ah-ha moment came when I came to the realization how bad of shape much of district 150 is. I know several teachers in that district - we talk often. There are a lot of great people in that district, but they are in over their heads in many situations. Most of the time I blow off much of what they say as "we all have kids/situations/days like that once in a while;" but they face challenges more that I do everyday. They spend more than any district in the area (thanks to that 2001-2005 contract), they have the highest base as well as top-end pay in the area, yet a large number of those teachers are not succeeding and have poor attitudes and motivation concerning their situations. Makes me appreciate the position I am in on the other side of the river. What a challenge they have to turn it around! The first step is the relationship building that all of you have mentioned; beginning withteacher to student, teacher to teacher, teacher to parent/guardian, and continuing with the admistration to teachers & community. Starting 30 initiatives a year and dropping 25 of them after 1 or 2 years is not the answer until people start trusting each other in district 150.
I have had the unpleasant experience of working with a peer as a mentor during the remediation phase of dismissal. I had worked with this teacher for many years. Because of tenure, she got almost a year to fix the problem with tons of meetings and plans developed. Although the dismissal was warranted, it was very hard to see the process take its toll on both me, administration, and her. I think the hardest part was watching a co-worker and friend fall down and be unable to make her choose the right course (you can lead a horse to water . . .). And I knew and could see it was affecting her teaching which ultimately had an impact on her students. Even after she resigned, students were unclear as to what had happened; and they were given a substitute teacher for the rest of the year (6 months). It was an unpleasant experience but the right thing was done.
At the beginning of class and throughout the whole weekend we talked about how nothing is black and white. Unfortunately, I know this is true. What I don't understand is why is it this way? You bring any type of knife to school, get caught drinking or doing illegal drugs, threaten a teacher etc- Why does it matter who you are? We also said that our decision needs to be in the best interest of all students, their achievement and safety. I agree with that 100%, but rules are rules and choices are made knowing what the rules and consequences are. Therefore, in my opinion it should not matter who you are; you deal with consequences that were set and discussed at the beginning of the year - found in the student handbook supposedly read and signed by both parents and students. Which of course was approved by the administrations and school board. Why do we make exceptions? Why do we have to say nothing is black and white?
Lets just start out by, I have no idea how to make titles for this, create my own blog etc. I hope that what I am doing is working for now:( Anyway, what I enjoyed most about Sundays class was the opportunity to go through the case studies and also create our own. It was nice to hear how several people would handle some of these everyday situations rather than how just I would handle it. I also enjoy analyzing the data. So far with each school we have used I have learned how to look at the data in a different way. All of these hands on activites have been very beneficial.
I feel that relationships are the foundation to a great school. But to interact with each section (elm, jr-high, and high school) will take some skill. All sections of teachers have a different teaching styles and how they respond to each other in the school setting. Can a leader adapt to leading high school teachers for 8 years than take a job leading elem. job can that leader adapt with out making waves?
As a teacher, I agree that relationships are crucial. Before rigor and relevance can take place, relationships must be built. One way that I build relationships in my classroom is through morning circle. Each student has time to share anything he/she would like. It can be a material object or just what's going on in their lives. I also use this time to share about what's happening in my life. The kids especially like hearing about my daughter and wife.
ReplyDeleteI also believe in the importance in developing relationships with students. I have seen students struggle with certain teachers, yet excell with others. In those situations, the only relationship with those teachers is the teacher being critical of the student at all times. When I feel that a relationship with a student of mine is stressed, I often seek an opportunity to show I care about them. A great way is to just talk to them about their interests before class, or sitting down with them during lunch for a nice conversation. These activities can go a long way.
ReplyDeleteIn my area of teaching it is extremely important to develop a positive relationship with my students. If there is a problem outside of my room with one of my students, their reaction to me in the heat of the moment is highly dependent on the trust factor and our developed relationship. It has not failed me yet and has helped to defuse many a situation that could have had a much different ending.
ReplyDeleteI also believe that it is very crucial to develop relationships at all levels, and not just with students but with parents and all other members of the staff. I feel that students open up more when they feel cared about and are willing to give more effort because they know that you care about them.
ReplyDeleteI really enjoyed the personal conversations that we had today in regards to our experiences as educators both good and bad. I feel that this is one of the best components of these classes with the collaboration and sharing of experiences.
ReplyDeleteMy ah-ha moment from Saturday was discovering the most crutial decisions we will make as administators are who we hire. I am still visualizing the major component of a principal's job is the management side of things; the way the school is run. I knew that hiring was one of the things we were going to do; but the responsibility of the hire will fall on us. I never realized that until our discussion. It is the people you put in place around you that will ultimately determine your suceess.
ReplyDeleteSunday (10/12) ah-ha moment came when I came to the realization how bad of shape much of district 150 is. I know several teachers in that district - we talk often. There are a lot of great people in that district, but they are in over their heads in many situations. Most of the time I blow off much of what they say as "we all have kids/situations/days like that once in a while;" but they face challenges more that I do everyday. They spend more than any district in the area (thanks to that 2001-2005 contract), they have the highest base as well as top-end pay in the area, yet a large number of those teachers are not succeeding and have poor attitudes and motivation concerning their situations. Makes me appreciate the position I am in on the other side of the river. What a challenge they have to turn it around! The first step is the relationship building that all of you have mentioned; beginning withteacher to student, teacher to teacher, teacher to parent/guardian, and continuing with the admistration to teachers & community. Starting 30 initiatives a year and dropping 25 of them after 1 or 2 years is not the answer until people start trusting each other in district 150.
ReplyDeleteI have had the unpleasant experience of working with a peer as a mentor during the remediation phase of dismissal. I had worked with this teacher for many years. Because of tenure, she got almost a year to fix the problem with tons of meetings and plans developed. Although the dismissal was warranted, it was very hard to see the process take its toll on both me, administration, and her. I think the hardest part was watching a co-worker and friend fall down and be unable to make her choose the right course (you can lead a horse to water . . .). And I knew and could see it was affecting her teaching which ultimately had an impact on her students. Even after she resigned, students were unclear as to what had happened; and they were given a substitute teacher for the rest of the year (6 months). It was an unpleasant experience but the right thing was done.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteAt the beginning of class and throughout the whole weekend we talked about how nothing is black and white. Unfortunately, I know this is true. What I don't understand is why is it this way? You bring any type of knife to school, get caught drinking or doing illegal drugs, threaten a teacher etc- Why does it matter who you are? We also said that our decision needs to be in the best interest of all students, their achievement and safety. I agree with that 100%, but rules are rules and choices are made knowing what the rules and consequences are. Therefore, in my opinion it should not matter who you are; you deal with consequences that were set and discussed at the beginning of the year - found in the student handbook supposedly read and signed by both parents and students. Which of course was approved by the administrations and school board. Why do we make exceptions? Why do we have to say nothing is black and white?
ReplyDeleteLets just start out by, I have no idea how to make titles for this, create my own blog etc. I hope that what I am doing is working for now:(
ReplyDeleteAnyway, what I enjoyed most about Sundays class was the opportunity to go through the case studies and also create our own. It was nice to hear how several people would handle some of these everyday situations rather than how just I would handle it. I also enjoy analyzing the data. So far with each school we have used I have learned how to look at the data in a different way. All of these hands on activites have been very beneficial.
I feel that relationships are the foundation to a great school. But to interact with each section (elm, jr-high, and high school) will take some skill. All sections of teachers have a different teaching styles and how they respond to each other in the school setting. Can a leader adapt to leading high school teachers for 8 years than take a job leading elem. job can that leader adapt with out making waves?
ReplyDelete