My Final Reactions to Fires

Fires in the Bathroom was an interesting read. It really got me to think about the students in my classroom and what they are dealing with in their daily lives. Having been in the classroom working with students I know that you never are really prepared for what you may hear or learn. I have learned a lot about students, and it is apparent that a teacher has to expect the unexpected in his or her classroom. There are so many aspects of a students life that come through in a classroom, but there are also a lot of things that are hidden. Teachers need to be willing to accept students where they are at and for who they are without judgment. A large amount of flexibility is always needed when working with students.

My Contributions to the WebQuest Wikis

1. I added a WebQuest called Science of Genetics to the Consensus Building wiki.
2. I also added a WebQuest called The Galapagos-Islands Suspended in Time to the evaluation section of the WebQuest components wiki.
3. On the same WebQuest components wiki, I added The Journey of a Water Molecule WebQest to the graphic section.

Maine Memory Network

There are many tools available today for teachers to use in there classrooms. One tool that is a valuable resource for teachers in Maine is the Maine Memory Network, which provides many articles, slide shows, and other mediums to explore Maine's history and uniqueness. As a future science teacher, I may use this resource in some of my lessons. One of the ways I may use the Maine Memory Network in my classroom is to have students read about the history of potato farms and blueberry fields in Maine. Students could then split into groups and compare and contrast the environmental factors that have influenced the growths of these industries. Using this information students can create plays illustrating environmental agents that affect potato farms and/or blueberry fields in Maine.

Copyright and Fair Use

There are many questions that can be raised when assessing what fair use is and how copyright works. When looking through the quiz on copyright, I was surprised that teachers could post student work on a protected site. It wasn't so much about the copyright I was worried about, but I felt it was an infringement on the students' privacy to have their work on the site without their permission.

Another question addressed a technology coordinator using audio from MP3.com. The explanation said that he could use the material because MP3.com pays for the archives. However, the coordinator doesn't pay and he isn't given permission to use the audio in his classroom.

One of the questions that made me mad was the one that addressed a teacher videotaping a rerun and having students edit themselves into the film. I don't understand how they can be allowed to change original content without permission.

I was somewhat surprised when I read that the teacher that uses various VHS clips as lesson starters. It doesn't seem that the showing of short clips is against the fair use, especially when the teacher is using it for educational purposes.

The question on a teacher allowing students to defeat copy protection so that they can incorporate clips from rented DVDs into a project made me mad. Not only is it going against the copyright, but it is using clips for their own purposes when they didn't even pay for the material to begin with. I do not understand why this is allowed.

One of the last questions that surprised me was the one that addressed a student copying a CD of ethnic music for a presentation. It doesn't seem fair that a student can copy an entire CD when she didn't pay for it or ask permission for its use.

How to help someone use a computer

An article written by Phil Agre addresses the difficulty of explaining how to use computers to someone who doesn't understand. It is hard for a person who knows what he or she is doing to keep in mind that what he or she thinks is apparent may not be so to the person they are explaining the concept to. I struggle to be patient with people when they don't see what I think is right in front of their faces. As a result of keeping in mind that people may not understand what I already know, it is also important that I avoid negative comments when addressing the person I am helping. I know that when I am trying to learn something, the last thing I want is for someone to tell me I am doing it wrong.

When thinking ahead to the project that my team and I will be working on, these ideas will be important for us to keep in mind. People may not originally understand or be able to recognize the importance of what we are trying to present. We cannot assume that they will know why applications are useful for educational purposes. It is also important that we stay positive in our presentation. If people have questions or don't understand how something works, we will have to explain it without acting like we can't appreciate their misapprehension.

Chapter 10 Going Beyond the Classroom

The last chapter of Fires in the Bathroom is about what teachers should do to go beyond the classroom in their teaching. Teachers were encouraged to lead their students toward internships and summer programs that fall within their interests. These opportunities can give students experiences with developing skills and habits to enrich their learning and help them in future endeavors.
The suggestion to encourage students toward summer programs and internships is something I believe should be looked at. When a teacher takes that much interest in a student that he or she informs them of opportunities for them to grow in their skills outside of the classroom, it really encourages the student and gives him or her confidence. Students need to see the usefulness of what they are learning inside the classroom to what is going on outside of the classroom, and teachers should support these prospects. When a student has the opportunity to learn more about a passion that he or she has, than they are more likely to see the importance of their schooling as a whole and they are more driven to succeed in their lives. Teachers need to keep programs that are available in mind and look for students who may be interested in them.

Chapter 9 When Things Go Wrong

The focus of this chapter is on what to do when things don’t go well or when a teacher messes up. One of the things that was touched on concerned apologizing when you screw up. The example that was given was of a teacher that made a remark that was taken as offensive by the students, and when he apologized the students forgave him (pg170).
The concept of apologizing after making a mistake is critical for a teacher to grasp. Students need to see this modeled to them, and they also see that their teachers are human. It is important for a teacher to be humble before his or her students, while still maintaining their role as authority figure in the classroom. I have been in classrooms when a teacher apologized for something that was said in class. Most of the time I wasn’t even aware that what they said could have been taken wrong, but it always impressed me when the teacher was willing to admit his or her mistakes. I hope that when I am a teacher I can have the same humility and be willing to own up to my faults.

Chapter 8 Teaching Teenagers Who Are Still Learning English

One of the focuses of this chapter is on the need for teachers of English Language Learners to recognize the emotional fatigue that is associated with attempting to pay attention to a teacher. Students who are limited in their knowledge of English have a much harder time concentrating to a teacher who is talking throughout a class period. They also find it difficult to keep straight the concepts of schooling that they may not have experienced in their previous education, such as textbooks, taking notes, or doing research.
This part of the chapter stood out to me because I know what it is like to be among people who speak a different language and you don’t understand them. I often get a headache just trying to listen to my friends who speak Portuguese; I can’t even imagine what it would be like to have to pay attention to a full class period of it. It is important that teachers are aware of the students in their classrooms and that they offer whatever help they can to those who have less skills in English. It is going to be hard for these students to pay attention to a lecture, let alone that they are around English teaching all day long.

Chapter 7 Teaching Difficult Academic Material

One of the main points addressed in chapter 7 of Fires in the Bathroom is the importance of giving tangible examples and explaining topics from various angles. The students express that it is helpful for a teacher to give plenty of useful examples that demonstrate a concept. They also appreciate when the same idea is expressed using different techniques and resources.
I felt this section was important because there are so many different learning styles present in the average classroom that students need to be presented with material from various positions and in real ways. Students are more likely to understand a topic if they have been given multiple ways to learn it. Even for those students who already understand something, giving them another way of looking at it may solidify the idea in their minds. I believe it is a mark of a good teacher when he or she can take a concept and present it from different perspectives so that I can see its complexity as well as understand it more fully. When I am teaching, I hope that I will keep this in mind and look for multiple ways of presenting the topic for the day.

Chapter 6 Motivation and Boredom

One of the focuses of this chapter was on homework and ensuring that the work that is given to students is meaningful. It is said that students are not motivated to do work that they don’t believe is important for what they are doing in class, or that doesn’t seem to have a purpose. Teachers are encouraged to make it clear why they are being given the work to do and what function it will have in their learning.
This section stood out to me, because I know how much I hate getting homework that seems to just be busy work. I like to understand why I am doing something. Why would I think my students would feel any differently? I hope that when I am a teacher I will think through the work I am giving my students and what purpose it has in their learning. I also really liked that fact that this section encouraged the teachers to tell the students why they are doing something. The students are going to be more apt to do something if it has a direct purpose.

Chapter 5 Teaching to the Individual, Working with the Group

One of the focuses in chapter 5 of Fires in the Bathroom is the usefulness of a group project when the students are included on how the project is set up. Teachers are encouraged to help the students understand how a group should work and to determine what roles should be present in the group. It is also useful if the students themselves have a part in determining who should play what function.
I think that by allowing the students to have a role in developing projects they are able to own the work they are doing. Also, when the students know their function in a group and what is expected of them they are more likely to produce exceptional work. I feel that by giving the students some control over their project it also treats them with respect and encourages them to take responsibility over what they do. However, the section that gave this advice had the students going over all the parts of a project, what kinds of people are needed, and had each student inventorying what role he or she might play. While this might be a useful tool, I don’t think time always allows for this. It may only be possible to spend some time talking about these aspects and then helping the students determine what roles each will play.

Chapter 4 Creating a Culture of Success

One of the focuses in this chapter was that teachers should expect the best from their students. It is important that these expectations push the student to strive harder, but that they are reasonable for the student’s ability level. If students don’t believe their teacher wants them to do their best than they wont do it, and mediocre work will result.
This part caught my attention because I know that in my own experience I have had classes where the work didn’t require me to strive for my best. I was able to just do the minimal work and still do well in the class. However, when a teacher expects the best from me and doesn’t allow me to get away with just getting by than I really work hard to get everything I can out of the class. It also makes me feel like the teacher really cares about my success as a person and not just that I do the work. When I work with my own students, it will be important for me to keep this fact in mind

Chapter 3 Classroom Behavior

While not the main point of the chapter, the concept is presented that a teacher shouldn’t show that they are scared or that they don’t know how to control the class. Students are able to detect when a teacher is not able to keep disruptions to a minimum or doesn’t know how to handle distractions. Regardless of what is going on, the teacher is responsible for keeping order.
What stood out to me was the importance of keeping composure and being able to maintain order. I realize that there are going to be times when I am uncomfortable or don’t know how to handle a certain situation, but it will be critical that I do not show this to my students. I know from experience when being in classrooms that when the teacher doesn’t have control the classroom becomes chaotic. It is also true that if students don’t believe the teacher knows how to keep order than they will take advantage of it and make trouble for the teacher and other students. While I may not always feel like I know how to deal with various circumstances that occur in my classroom, I will have to keep my calm and not allow things to get out of hand.

Web 2.0 Educator

Kelly Walsh is the Chief Information Officer at The College of Westchester in White Plains, NY. He has created a blog entitled EmergingEdTech: engaging students and enhancing learning outcomes with Internet and Instructional Technologies http://www.emergingedtech.com
This is a rich resource of information about Internet and technological tools that can be used in the classroom in various facets. Kelly blogs weekly on a particular topic and explains its uses for education. He provides many resources on innovative ways to use technology in the classroom. He also connects this information to its different uses for the needs of various students. He has a passion for emerging technology and the possible uses in education. This blog is an abundant resource for teachers who desire new and innovative ways to bring concepts into the classroom.

Type I and Type II Technology

Type I applications of technology in the classroom are those uses where students are being taught in a traditional way through the use of multimedia equipment. An example of this may be the use of an electronic textbook. I have had the opportunity to access textbooks through internet sources in some of the classes I have taken, however I have found them not to be much more helpful than a normal textbook. Another example of type I applications of technology are online flashcards. These allow a student to go through important vocabulary and regularly memorize their definitions. I have also had some experience with online quizzes and tests, which may have some added features like useful diagrams, but overall they are the same as tests and quizzes that a student might take in class. These tools are helpful if used correctly, but they do not allow for innovative approaches to learning. Type II applications of technology in the classroom are those uses where students are being taught in a nontraditional way through innovative approaches and hands on interactive uses of multimedia equipment. An example of this might be simulation software. In a chemistry class I took, I was able to use simulation software that illustrated how molecules might form when we performed our chemical reactions. This allowed me to understand what was going on and the possible reactions that might occur if the experiment was run wrong. Another example of type II applications of technology would be the use of such programs as PowerPoint presentations, which allow students to set up their own presentations and decide what things they want to include etc. Also, programs in which students develop their own creations, like art software, are useful for instruction.

My MEL Experiences

• Student/Teacher Relationship- One of the most open teachers I ever had was my high school chemistry teacher, Mrs. Cote. She was always willing to help me with anything I was dealing with. I didn’t just talk to her about Chemistry, but she took the time to help me with anything I might be struggling with. Having a teacher that you know really cares is really important. She was also able to laugh at herself, which helps the students to feel more comfortable. Knowing that she cared about my schooling as well as me as a person had a great impact on me.
• Interest- I have never been very interested in history, but one of my teachers allowed us to read a book on anything that went along with history from the time period we were studying. The book I read was Flags of our Fathers and I had read a book by the same author earlier, so I figured I would like this book. I was not disappointed, and I gained the most from reading about what was going on during the time period. Allowing me to read something that interested me instead of assigning a particular book made my learning experience that much more rewarding.
• Autonomy- For a class I took in aquaculture, I got to design and follow through with an experiment for the entire semester. I chose to create an apparatus that increased the density of algae, which could in turn be used to extract hydrocarbons for fuel. It was one of the most exciting and interesting projects I ever got to do. The teacher was there for support and help when I got stuck on various aspects of the set up and evaluation of the experiment, but overall I was able to do it myself. Being responsible for something that had meaning, and that I got to create was very rewarding.
• Connections- In a finance class I took, we were able to look up information on buying a home. This project was useful, because I hope that someday I will be buying a home and now I know what to expect. Being able to do the research on my own and seeing how all the critical pieces fit together helped me to see its relationship to my own life in the future. If the teacher had just told us about buying homes and not allowed us to research it on our own in a way that was relevant to us than we may not have learned as much.
• Context- When taking Biology, my teacher explained about some real research being done on how plants produce energy. She related it to how we might develop useful energy in the future. Seeing how what we were learning was currently being studied by experts, and why it was useful in the real world, made the subject more relevant. I would not normally care so much about plants producing energy, but hearing about its importance to researchers helped me to appreciate the subject.

Chapter 2: Respect, Liking, Trust, and Fairness

In the second chapter of Fires in the Bathroom, it is encouraged that teachers tell their students what to expect from the class in the beginning. The students want to know how they will be graded and what will be expected of them. They also say that they want to be informed of what kinds of things they will be doing in the class, as well as projects and homework that they will be expected to do.
When reading this section, it struck me how helpful it is for the students to know what to expect in a specific class. I appreciate it when I know ahead of time what I will have to do and how I will be graded. While I recognize that not all students need to have the schedule set in front of them, there will be those that like to know. The more upfront I am with my students in giving them the information they need to succeed in my class, the easier it will be for them to accomplish what is required.

Chapter 1: Knowing Students Well

In the first chapter of Fires in the Bathroom, the authors and students talk about the ways that a teacher should get information about his or her students, as well as the importance of doing so. The students that are quoted speak about how valued they feel when teachers take the time to give out questionnaires, and give opportunities for them to express their feelings, concerns, etc. in the class. It is also suggested that teachers allow a small amount of time for students to write things in a journal, so that they can communicate with the teacher things that they might not otherwise be willing to divulge.
When reading this portion of the chapter, I was struck by the usefulness for all involved of having a questionnaire or journal or some kind of non-formal communication. I remember how I have felt in the past when teachers have given me the opportunity to respond to their teaching, the subject, or to just tell the teacher something I want him or her to know. This has always made me feel valued, and not just like a number in their class. Reading this chapter really opened my eyes to the other side of it and how I, as a teacher, need to find ways like that to allow my students to communicate to me. I feel it is important to reach out to the students and to know how they feel about what they are learning.

Learning Style Inventory Results

The memletics graph results that were scored from my questionnaire are fairly accurate. I am definitely a social person, and I don’t like to be alone very often. I tend to do best when I can talk about a subject them with others. I am also inclined to think logically about what is going on. I like to think things through and understand everything I can about a subject if I am going to do anything with it. I don’t consider myself very verbal, however, I do like to get my point across and I may do that in a verbal way.