Harris

Standardized testing is a difficult issue. It stymies teachers into teaching what, in many cases, non-teachers dictate should be taught. Standardized testing limits the ability of the teachers to explore avenues of thought and creativity and focus only on what they are told they must teach. Technology can be used, especially the internet, to motivate and teach students simultaneously. Most students will have a firm grasp on technology, especially if we compare them to ourselves when we were that age. Technology is the future and it will only continue to grow barring the zombie apocalypse.

For English teaching, standardized testing can be a difficult hurdle because some of the most important concepts in English are self expression, personal reflection, and individual thought. How can these be tested by standard measures? Who gets to judge whether a student's artistic expression or self reflection is adequate or whether it is a failure?

WebQuest

Webquest link.

Reiser Response

I'm going to take a "Devil's advocate" approach to this article. I think that TEAMS curriculum ideas are similar to No Child Left Behind and communism. All of these ideas are great for what they are: ideas. But practically, none of these ideas work. They have great intentions, mean well, and seem able to work; however, in practical implementation they fail to meet their goals. Don't get me wrong, I love the idea of the multigenre and of working with other teachers, but I am also skeptical as to whether it would work or not. I think that the teachers would have to be a well-oiled, cohesive machine for it to be successful and as a perpetual cynic I imagine that there would always be that one teacher who doesn't care, is lazy, or old and burnt out that ruins the entire effort for everyone.

Comin' Thro' the Rye & Catcher in the Rye

Classroom managers

Effective classroom managers should present clarity, detail, and understanding in everything they present to students. Students should clearly understand the material that is presented to them through adequate provision of detail from the instructor. Understanding what is expected for the assignments and what details should be present in their assignments will help to prevent the students from misinterpreting or misunderstanding what is required for their work. Students should also have clear details in regard to their classroom behavior; misbehavior should be quickly resolved. Teachers have a responsibility to help their students to adequately understand the material so that they can represent their understanding through clear and detailed assignments.

PowerPoint: Sea Shanties!

Check out my website to view, and possibly appropriate, my PowerPoint presentation on Sea Shanties: Poetry on the High Seas!

Technology in education

I felt that the article Technologies for Education by Barron, Orwig, Ivers, and Lilavois was right on the mark. With increasing technologies and students having more access to computers, internet, and other technological devices teachers have a new medium in which to explore new teaching methods and ideas. Most of us are far better with computers and technology than our parents, and our children will probably similar. If we use these technological advances, devices, and ideas to stimulate student learning we can produce positive results. Technology is not an end-all solution, and we must all strive to not become those teachers who make PowerPoint documents their first year and then use them for another twenty. Not only will PowerPoint documents be helpful, but we can draw from Podcasts, YouTube videos, recordings of poetry or book readings, and reference internet pages. Technology can help increase student involvement with their education, and can also be used to increase parental involvement in their children’s education. Websites can link parents with class information and ensure that the help their children to succeed. This is one of the most positive facets of technology in education because parental involvement in student lives is the greatest motivator for success.