Chadrick Shoales
REED 502: Teaching Reading in the Content Areas II
Reflective Journal Entry #4
The Process of Getting Desired Results
03/27/10
Incorporating Reading into My Art Content Classroom.
Within my strategy plan implementation, I have been using strategies 2, 3, and 7 for the past couple of weeks to incorporate reading into my art content classroom. Some aspects (the different things teachers can do) of the strategies were things I already have been doing, and saw it as a chance to incorporate that aspect even more. Other aspects were new to me and I had to come up with a plan to implement each individual aspect of each strategy. Below, I included the 3 strategies my group chose, what the teacher (myself) could do, and how I did it:
Strategy 2: Independent strategic readers connect new knowledge to existing knowledge to make personal meaning
• Provide multiple opportunities for students to read
o I have done an anticipation guide with my students requiring them to take a test on their knowledge of Obama. After the test, the students were given a brief biography about Obama they were to read to find the answers to the test within the reading. Students are motivated by Obama and they enjoy learning about him. After the anticipation guide and article reading, I did a giant group mural of Obama.
• Ensure classroom access to various types of print (books, magazines, internet, CD’s)
o 2 reading and writing areas are in my classroom that consists of writing activities as well as a library of art related books that students may use once finished with their project.
o Projects have required the use of the internet and books because we have been creating altered books filled with collaged pages.
o I did a fluency practice of a short story with the students. Students were given a book. I had a CD that would narrate the story as they would read along with the computer. Technology motivates my students. The story I chose related to the art lesson I was teaching.
• Use brainstorming and surveys to identify prior knowledge and interests or experiences
o Students were creating personal chameleon snake designs. Before they could sketch, I made them brainstorm first all of their favorite hobbies. Once they did that, I told them to pick that hobby they liked best. Within those hobbies, they were to brainstorm all of the different things and details that go along with that hobby. My example was “teaching art”. Details that went along with that were symbolic images such as an apple to represent teaching or easily recognizable images that relate to art such as paint brushes, crayons, scissors, glue, painting palettes, etc…
• Share content specific vocabulary at the beginning of the unit
o Before every lesson, I point on to the students the new vocabulary word that I have placed on the Word wall. I have them spell the word, sound it out, then say it for me before I place it on the wall. Students can refer back to the wall and remember that new word. I also leave those words up there during art tests. They are more likely to pay attention to the words on the wall if it serves them purpose and they see that they will be able to get a better grade from paying attention.
• Give opportunities for students to see how things are alike and different (comparisons, classification, analogies, metaphors)
o I did several art lessons where we would compare and contrast artwork and the purpose for each work. Within each work I addressed classification, analogies, symbols, metaphors, and compared these English concepts to art. I also would make a connection for the students and tell them that reading artwork that tells a story is just like reading books that tells stories. Once they know how to read books they can compare and contrast those books just as they do the artwork in my class. We did a lesson on army uniforms and personal sneaker designs and then followed the lessons with a positive critique of the work.
Strategy 5: Independent strategic readers create images of what they are reading
• Model the use of visuals and graphic organizers
o I use visual and graphic organizers daily by giving the students step by step PowerPoint handouts that include text. They can then see the process of every art lesson. I also write the days activities on the board numbers 1 through whatever number of activities I have planned. By doing it this way students will be able to visually organize the process of the days activities. For example:
1) read article
2) respond to questions
3) powerpoint
4) demonstration
5) begin sketching
• Use models and charts
o Before students sketch, I make them brainstorm Word webs. Before students write about art in my class, I have them fill out a compare/contrast template.
• Use video clips that emphasize or demonstrate the key learning
o I go on YouTube and find videos that directly relate to my instruction so students can see a meaning to why were doing something, what were doing, and often times can see and end result of what were doing. Sometimes videos I show are strictly for motivational purposes only. Videos can motivate students about subject matter, reading, art projects, etc…
Strategy 7: Independent strategic readers use textual clues, visuals, and text organization to increase their understanding
• Introduce students to the text by providing a “talk aloud” that introduces the structure and clues provided by text features
o When I give students time to research artists on the computer, I have them review the Table of contents, headings, photos, and captions within each site to make sure it has relevance to what they are searching for
• Introduce activities (such as scavenger hunt) to become familiar with the various parts of the book
o When students created altered books I had them hunt for their favorite letter in the book and circle it over and over. This is practice for students looking closer at details within the text.
• Consider highlighting text to indicate main ideas
o When students created altered books I had them hunt for words that related to their theme in the book and circle those words. This is practice for students looking closer at details within the text. It also has students altering a book to establish a more personal main idea. One student chose heavy metal music so they circled words like angry, heavy, repetitive, etc…
Anticipating and Planning Desired Results
When planning the results of my strategies, I was thinking in terms of what would benefit my students the most to prepare them for the MSA tests. I began by looking at each grade levels reading ability and asked the teachers what the students reading and writing capabilities were. Once I was aware of this, I was able to align my instruction to each class and be very grade level specific for each individual class. I was able to plan reading connections with my content area and the student’s current reading levels. Knowing my students learning levels, abilities, and interests pointed me in a specific direction with each class.
Beginning Process and Results after Initial Implementation
Within my strategy plan implementation, I have been using strategies 2, 3, and 7 for the past couple of weeks to incorporate reading into my art content classroom. Some aspects (the different things teachers can do) of the strategies were things I already have been doing, and saw it as a chance to incorporate that aspect even more. Other aspects were new to me and I had to come up with a plan to implement each individual aspect of each strategy. With strategy 2, students seem to be taking advantage of opportunities to read in my art class, enjoy the art lessons that are inclusive to the various types of print, are able to organize their ideas better when sketching and brainstorming, are more aware of the learned vocabulary inside my classroom, and are able to see a connection with reading, comparing, and contrasting art with reading, comparing, and contrasting texts. With strategy 5 students understand process and order of operations better whether is the organization of my class, a lesson I’m teaching, the daily activities, or the organization of a book itself. Strategy 7 is making students more aware of text features and forming their own ideas and stories. Between the 3 strategies I have been using, students have become more creative. Overall, more activities with reading helps my self as a teacher fill each 1 hour class with options to make my instructional hour more meaningful.
Making Necessary Revisions
Teaching grades prek-8, each class is unique with different reading and motivational levels. Certain things work for some classes. Those same things don’t always work with other groups. This depends on age, maturity level, prior knowledge, etc… After implementation of the reading strategies, I took notes on what worked and what did not. I am going back and making the necessary changes to each individual class, revising my original plans. In the end, my overall goal is to help students become better readers and writers. I want these students to pass that MSA test and be able to read and write about art so that they can make more sense out of what I teach them. I will continue to find more strategies to improve my well rounded instruction filled with cross curricular connections. The more connections students make between one subject to the other, the more meaningful instruction becomes.
Saturday, March 27, 2010
Monday, March 1, 2010
Reading Strategy Use: Reflection Blog #3
Reading Strategy Use: Reflection Blog #3
REED 502
Chadrick Shoales
Persuading Reading Strategies onto My Student Teacher
Currently I am not teaching my students because I have a student teacher. However, I am persuading her to use reading strategies with the middle school students. The middle school team has informed me that they need help getting the students to develop those strategies. I want her to prepare the students for the MSA testing coming up. Beers (2003) stated that “when you provide students with a clear understanding of the strategies and the opportunity to use the reading tools that support them, you will be successful in helping good readers become independent strategic readers” (p. 26). As stated in last week’s journal article, I want to select the strategies and reading tools which help students to be able to have a better chance with MSA testing in regards to strategic reading. As a result, my student teacher is doing altered books with her students. They are doing several different mini lessons within their books. The students were given a basic book where they ripped out pages they didn’t like, taped pages together, and prepared their books for a major alteration. They then are ready to begin using the words in the story creatively to tell a new story. Students can highlight or emphasize key words in the book that they like by painting around those words, omitting the other disliked words with dark paint. The students add onto those words that they emphasized by adding visuals from magazines that they feel symbolically relate. Students then add more words from other texts and magazines. In the end, students merge original texts, with new texts and pictures, forming a new story.
The Good, Bad, and the Ugly
Wynn (2008) stated that “we realize that success is not based on the actions of an individual, but rather a "team" that remembers where they have been and has a vision of where they want to go.” This applies to teachers that make cross curricular connections. We don’t want to keep teaching things students already know. Teachers should collaborate as a team and figure out where the art teacher can help in the aspect of reading. Implementing reading strategies into the art curriculum, when done correctly, can only be a positive for the students. When done incorrectly, it can frustrate the teacher, making more work for the teacher, and it can be frustrating for the students as well. My student teacher has no experience planning reading strategies into her curriculum. When it’s a new thing to a teacher to do this, it can be frustrating because it’s one more thing to think about when lesson planning. However, once the strategies are effective and the teacher understands how to successfully implement the strategies within the regular curriculum, the lesson becomes more authentic and worthwhile for the students. It is a learning experience for both the teacher and student.
These Same Strategies I Plan to Use
Everything my student teacher is doing with her altered books relates to using textual cues, visual, and text organization to increase student understanding. I will continue to elaborate on this and point out to the students that they are making a cross curricular connection with language arts. Making cross curricular connections is a key to introducing reading to students. They are learning about reading within the art class and they enjoy art. I am connecting new knowledge to existing knowledge to make personal meaning. Things they have learned in English, they can apply to art class. When the students can relate personally to the subject matter, they are more motivated to learn.
Anticipated Results
I feel using textual cues, visuals, and text organization simultaneously while creating art is a great strategy to address struggling readers. Students may learn a new strategy from this art project which they may apply to a benchmark test writing assignment. There is no negative aspect to using this strategy. By connecting new knowledge to existing knowledge, students will be able to make more connections and be motivated. If the students are motivated, they are going to finish the project and get more out of the lesson.
References
Beers, S., Howell, L. (2003). Reading Strategies for the Content Areas. Alexandria:
Association for Supervision and Curriculum Development.
Wynn, G. (February 2008). Avenues to Success. Developing a Thriving Technology Education
Program. The Technology Teacher. Reston, 67(5), 29-33. Retrieved February 24, 2010, from ProQuest Host Research Database.
REED 502
Chadrick Shoales
Persuading Reading Strategies onto My Student Teacher
Currently I am not teaching my students because I have a student teacher. However, I am persuading her to use reading strategies with the middle school students. The middle school team has informed me that they need help getting the students to develop those strategies. I want her to prepare the students for the MSA testing coming up. Beers (2003) stated that “when you provide students with a clear understanding of the strategies and the opportunity to use the reading tools that support them, you will be successful in helping good readers become independent strategic readers” (p. 26). As stated in last week’s journal article, I want to select the strategies and reading tools which help students to be able to have a better chance with MSA testing in regards to strategic reading. As a result, my student teacher is doing altered books with her students. They are doing several different mini lessons within their books. The students were given a basic book where they ripped out pages they didn’t like, taped pages together, and prepared their books for a major alteration. They then are ready to begin using the words in the story creatively to tell a new story. Students can highlight or emphasize key words in the book that they like by painting around those words, omitting the other disliked words with dark paint. The students add onto those words that they emphasized by adding visuals from magazines that they feel symbolically relate. Students then add more words from other texts and magazines. In the end, students merge original texts, with new texts and pictures, forming a new story.
The Good, Bad, and the Ugly
Wynn (2008) stated that “we realize that success is not based on the actions of an individual, but rather a "team" that remembers where they have been and has a vision of where they want to go.” This applies to teachers that make cross curricular connections. We don’t want to keep teaching things students already know. Teachers should collaborate as a team and figure out where the art teacher can help in the aspect of reading. Implementing reading strategies into the art curriculum, when done correctly, can only be a positive for the students. When done incorrectly, it can frustrate the teacher, making more work for the teacher, and it can be frustrating for the students as well. My student teacher has no experience planning reading strategies into her curriculum. When it’s a new thing to a teacher to do this, it can be frustrating because it’s one more thing to think about when lesson planning. However, once the strategies are effective and the teacher understands how to successfully implement the strategies within the regular curriculum, the lesson becomes more authentic and worthwhile for the students. It is a learning experience for both the teacher and student.
These Same Strategies I Plan to Use
Everything my student teacher is doing with her altered books relates to using textual cues, visual, and text organization to increase student understanding. I will continue to elaborate on this and point out to the students that they are making a cross curricular connection with language arts. Making cross curricular connections is a key to introducing reading to students. They are learning about reading within the art class and they enjoy art. I am connecting new knowledge to existing knowledge to make personal meaning. Things they have learned in English, they can apply to art class. When the students can relate personally to the subject matter, they are more motivated to learn.
Anticipated Results
I feel using textual cues, visuals, and text organization simultaneously while creating art is a great strategy to address struggling readers. Students may learn a new strategy from this art project which they may apply to a benchmark test writing assignment. There is no negative aspect to using this strategy. By connecting new knowledge to existing knowledge, students will be able to make more connections and be motivated. If the students are motivated, they are going to finish the project and get more out of the lesson.
References
Beers, S., Howell, L. (2003). Reading Strategies for the Content Areas. Alexandria:
Association for Supervision and Curriculum Development.
Wynn, G. (February 2008). Avenues to Success. Developing a Thriving Technology Education
Program. The Technology Teacher. Reston, 67(5), 29-33. Retrieved February 24, 2010, from ProQuest Host Research Database.
Monday, February 22, 2010
Reviewing the Textbook Strategies: Reflection Blog #2
Reviewing the Textbook Strategies: Reflection Blog #2
REED502
Chadrick Shoales
Strategies Available to Teachers
There are several strategies available to teachers which help them approach and address student reading skills. The text, Reading Strategies for the Content Areas, by Sue Beers, lists a number of those strategies. Some of those strategies look appealing to me because they relate to my current position. I will try out some of these strategies in my classroom in order to improve reading skills. Beers (2003) stated that “when you provide students with a clear understanding of the strategies and the opportunity to use the reading tools that support them, you will be successful in helping good readers become independent strategic readers” (p. 26). I want to select the strategies and reading tools which help students to be able to have a better chance with MSA testing in regards to strategic reading.
The Textbook Strategies
The text, Reading Strategies for the Content Areas, by Sue Beers, offers eight independent reading strategies as well as suggestions of how students can use each strategy independently. Beers (2003) stated that “once we expect that students will read and process the material using reading strategies, we will no longer be frustrated by their reading ability, and they will gain independence in the content area” (p. 20). The goal of every teacher teaching reading is that student can be capable of reading and comprehending texts on their own. When this happens, teachers can be more flexible and creative with their lesson planning, rather than just preparing students how to read to have a chance at comprehending the MSA tests, specifically the benchmarks. Beers book mentions the following eight reading strategies:
• Independent strategic readers have strategies to use when encountering new words.
• Independent strategic readers connect new knowledge to existing knowledge to make personal meaning.
• Independent strategic readers think ahead to what might be coming in the reading.
• Independent strategic readers continually evaluate their own understanding of what they have read.
• Independent strategic readers create images of what they are reading.
• Independent strategic readers periodically summarize what they have read and learned.
• Independent strategic readers use textual cues, visual, and text organization to increase their understanding.
• Independent strategic readers have a plan for how to approach the reading task. (p. 20-25)
Once again, in addition to these reading strategies, suggestions of how students can use each strategy independently were also included in Beers book. Some strategies, suggestions, and ideas are more suitable to some teachers than others depending on the teacher, the teaching situation, and the students.
Strategies I Will Try and Why I Selected Them
Of the eight strategies, I plan to try to have my independent strategic reading students create images of what they are reading, use textual cues, visuals, and text organization to increase their understanding, and to have a plan for how to approach the reading task. As an artist I prefer books with several images and I am a visual learner. My students are visual learners as well. Creating images of what are being read using text clues, visuals, and text organizers is something I can easily incorporate into my art classroom or my afterschool program. If my 1st graders are having trouble processing the sequence of events in a story, I can have them brainstorm what the events by drawing pictures. They can sequence those pictures in order of the way they think that they happened. I also could let my art students highlight keywords as I read an art article to them in class to increase understanding of the main points of the text. Boyer (2008) stated that a school used visual clues and “students quickly asserted their understanding of the text and were more willing to participate” (p. 22). My students can also look at the pictures in a story or text and find clues and ideas to what the story is about. Beers (2003) stated that students can “recognize that pictures in the text are there to help provide clues to the reading” (p. 25). By simply viewing works of art, and creating stories from them, this can also help students analyze pictures in the books that they read. Every reading task should include a plan. I would have students brainstorming not only what they are going to do in a piece of artwork in art class, but also brainstorming a plan to find an answer in a reading task. Part of that plan would begin with looking at the words in a text. Beers states that a teacher can “review vocabulary that is important to the content” (p. 25). If students underline the vocabulary words that they know in a reading, they can start decoding what the text is about. Once they have an idea of what the text is about, they can have a better chance of making sense of an article independently.
References
Beers, S., Howell, L. (2003). Reading Strategies for the Content Areas. Alexandria:
Association for Supervision and Curriculum Development.
Boyer, S. (Spring 2008). Graphic Novels to the Rescue. Education Forum: Toronto,
34(2), 21-23. Retrieved February 21, 2010, from ProQuest Host Research Database.
REED502
Chadrick Shoales
Strategies Available to Teachers
There are several strategies available to teachers which help them approach and address student reading skills. The text, Reading Strategies for the Content Areas, by Sue Beers, lists a number of those strategies. Some of those strategies look appealing to me because they relate to my current position. I will try out some of these strategies in my classroom in order to improve reading skills. Beers (2003) stated that “when you provide students with a clear understanding of the strategies and the opportunity to use the reading tools that support them, you will be successful in helping good readers become independent strategic readers” (p. 26). I want to select the strategies and reading tools which help students to be able to have a better chance with MSA testing in regards to strategic reading.
The Textbook Strategies
The text, Reading Strategies for the Content Areas, by Sue Beers, offers eight independent reading strategies as well as suggestions of how students can use each strategy independently. Beers (2003) stated that “once we expect that students will read and process the material using reading strategies, we will no longer be frustrated by their reading ability, and they will gain independence in the content area” (p. 20). The goal of every teacher teaching reading is that student can be capable of reading and comprehending texts on their own. When this happens, teachers can be more flexible and creative with their lesson planning, rather than just preparing students how to read to have a chance at comprehending the MSA tests, specifically the benchmarks. Beers book mentions the following eight reading strategies:
• Independent strategic readers have strategies to use when encountering new words.
• Independent strategic readers connect new knowledge to existing knowledge to make personal meaning.
• Independent strategic readers think ahead to what might be coming in the reading.
• Independent strategic readers continually evaluate their own understanding of what they have read.
• Independent strategic readers create images of what they are reading.
• Independent strategic readers periodically summarize what they have read and learned.
• Independent strategic readers use textual cues, visual, and text organization to increase their understanding.
• Independent strategic readers have a plan for how to approach the reading task. (p. 20-25)
Once again, in addition to these reading strategies, suggestions of how students can use each strategy independently were also included in Beers book. Some strategies, suggestions, and ideas are more suitable to some teachers than others depending on the teacher, the teaching situation, and the students.
Strategies I Will Try and Why I Selected Them
Of the eight strategies, I plan to try to have my independent strategic reading students create images of what they are reading, use textual cues, visuals, and text organization to increase their understanding, and to have a plan for how to approach the reading task. As an artist I prefer books with several images and I am a visual learner. My students are visual learners as well. Creating images of what are being read using text clues, visuals, and text organizers is something I can easily incorporate into my art classroom or my afterschool program. If my 1st graders are having trouble processing the sequence of events in a story, I can have them brainstorm what the events by drawing pictures. They can sequence those pictures in order of the way they think that they happened. I also could let my art students highlight keywords as I read an art article to them in class to increase understanding of the main points of the text. Boyer (2008) stated that a school used visual clues and “students quickly asserted their understanding of the text and were more willing to participate” (p. 22). My students can also look at the pictures in a story or text and find clues and ideas to what the story is about. Beers (2003) stated that students can “recognize that pictures in the text are there to help provide clues to the reading” (p. 25). By simply viewing works of art, and creating stories from them, this can also help students analyze pictures in the books that they read. Every reading task should include a plan. I would have students brainstorming not only what they are going to do in a piece of artwork in art class, but also brainstorming a plan to find an answer in a reading task. Part of that plan would begin with looking at the words in a text. Beers states that a teacher can “review vocabulary that is important to the content” (p. 25). If students underline the vocabulary words that they know in a reading, they can start decoding what the text is about. Once they have an idea of what the text is about, they can have a better chance of making sense of an article independently.
References
Beers, S., Howell, L. (2003). Reading Strategies for the Content Areas. Alexandria:
Association for Supervision and Curriculum Development.
Boyer, S. (Spring 2008). Graphic Novels to the Rescue. Education Forum: Toronto,
34(2), 21-23. Retrieved February 21, 2010, from ProQuest Host Research Database.
Saturday, February 6, 2010
Reflective Journal Entry #1
Chadrick Shoales
REED 501: Teaching Reading in the Content Areas I
Reflective Journal Entry #1
02/06/10
Becoming a Teacher
When I was younger, I always wanted to get a job that had something to do with art or music. I loved to play guitar and I loved listening to music. I knew I wasn’t good enough to start a band and live off of some music career and I also knew that becoming a disc jockey would not be for me. I had been told by my art teacher in high school I should consider teaching art or music. My parents are both teachers. My mom is a 3rd grade teacher and my father is a instrumental music teacher. He teaches jazz band, marching band, concert band, etc. I didn’t want to do exactly what my dad did, but I liked the idea of being a teacher. I chose being an art teacher because it fit my want to do something art related. I also knew that it would be a job that I would be good at performing. The job included time off, job stability, benefits, and also a comfortable lifestyle.
My Beliefs and Philosophy about Teaching
The world of teaching is one of the most important professions. We are responsible for the future of the next few generations. Teachers must dedicate their lives to their job and be constantly devoted to creating meaningful and fun lessons for their students. Every lesson I create I relate my personal life to the material. When I travel, I take pictures just for my students. I let them know who I am and what my interests are. All the material I come up with in my class is interesting. I would never teach something I wouldn’t want to do at that age. When I was younger, I didn’t like to do any writing with my art and I only liked doing lessons that were new and innovative. I try to include reading and writing in all of my lessons but disguising it to seem like something fun. I do this by the use of altered text visual journals, creating lyrics, and lastly presenting PowerPoint’s with several visuals enhanced by texts which they read along with as I teach.
Growing Up in Two Different Worlds
My students are being raised in Baltimore city; a city filled with crime, poverty, violence, etc. I was raised in a suburban small town area where everyone knows your name. I graduated with less than 40 kids in my senior class. There was no crime, violence, or poverty. I was not exposed to have the things I have seen outside of the small town I was raised in. My transition to Baltimore started when I moved out of that small town area and into Buffalo, NY. Over the past six years, I have been exposed to urban city settings. This exposure allowed me to be able to relate more with my students. I like the music they listen to and the styles they are familiar with. I impact my students because they give me a chance. I get that chance because they respect me and see I try to relate with them. The teachers that impacted me most as a child were the ones that motivated me to do my best, but also, the ones I had the most in common with. Those teachers were the arts teachers, music teachers, and gym teachers. There was also a history teacher that impacted me because he told such deep stories that made it more interesting to learn. In college, teachers that used visuals and PowerPoint’s impacted me most. I modeled myself after those teachers that had appositive influence on me. They set a good example of the model teacher I was to become. I try to project this model image onto my students so therefore they can someday set a good example themselves.
My Transition to Baltimore
I moved to Baltimore solely for a teaching job in the art classroom. I had a great substitute teaching job in Buffalo, but I wanted my own classroom. I went to a teacher recruitment fair in Buffalo and took the 2nd job offer that was given to me. The salary was most pleasing to me. I took the chance without ever seeing Baltimore before. I lucked out with a great situation. I love my principal, the students, and the staff I work with. The entire work environment is communicative, supportive, and fun to work with. The students love me and I love teaching them. I have no intention of leaving Baltimore city any time soon. I am an easy plane ride away to Buffalo, Syracuse, and Rochester whenever I want to see my friends and family. I have no family in Baltimore; however I have made several very close friends. I am currently in a wonderful relationship with my girlfriend. Everything is working for me currently from my living situation, to my job, to my personal life.
REED 501: Teaching Reading in the Content Areas I
Reflective Journal Entry #1
02/06/10
Becoming a Teacher
When I was younger, I always wanted to get a job that had something to do with art or music. I loved to play guitar and I loved listening to music. I knew I wasn’t good enough to start a band and live off of some music career and I also knew that becoming a disc jockey would not be for me. I had been told by my art teacher in high school I should consider teaching art or music. My parents are both teachers. My mom is a 3rd grade teacher and my father is a instrumental music teacher. He teaches jazz band, marching band, concert band, etc. I didn’t want to do exactly what my dad did, but I liked the idea of being a teacher. I chose being an art teacher because it fit my want to do something art related. I also knew that it would be a job that I would be good at performing. The job included time off, job stability, benefits, and also a comfortable lifestyle.
My Beliefs and Philosophy about Teaching
The world of teaching is one of the most important professions. We are responsible for the future of the next few generations. Teachers must dedicate their lives to their job and be constantly devoted to creating meaningful and fun lessons for their students. Every lesson I create I relate my personal life to the material. When I travel, I take pictures just for my students. I let them know who I am and what my interests are. All the material I come up with in my class is interesting. I would never teach something I wouldn’t want to do at that age. When I was younger, I didn’t like to do any writing with my art and I only liked doing lessons that were new and innovative. I try to include reading and writing in all of my lessons but disguising it to seem like something fun. I do this by the use of altered text visual journals, creating lyrics, and lastly presenting PowerPoint’s with several visuals enhanced by texts which they read along with as I teach.
Growing Up in Two Different Worlds
My students are being raised in Baltimore city; a city filled with crime, poverty, violence, etc. I was raised in a suburban small town area where everyone knows your name. I graduated with less than 40 kids in my senior class. There was no crime, violence, or poverty. I was not exposed to have the things I have seen outside of the small town I was raised in. My transition to Baltimore started when I moved out of that small town area and into Buffalo, NY. Over the past six years, I have been exposed to urban city settings. This exposure allowed me to be able to relate more with my students. I like the music they listen to and the styles they are familiar with. I impact my students because they give me a chance. I get that chance because they respect me and see I try to relate with them. The teachers that impacted me most as a child were the ones that motivated me to do my best, but also, the ones I had the most in common with. Those teachers were the arts teachers, music teachers, and gym teachers. There was also a history teacher that impacted me because he told such deep stories that made it more interesting to learn. In college, teachers that used visuals and PowerPoint’s impacted me most. I modeled myself after those teachers that had appositive influence on me. They set a good example of the model teacher I was to become. I try to project this model image onto my students so therefore they can someday set a good example themselves.
My Transition to Baltimore
I moved to Baltimore solely for a teaching job in the art classroom. I had a great substitute teaching job in Buffalo, but I wanted my own classroom. I went to a teacher recruitment fair in Buffalo and took the 2nd job offer that was given to me. The salary was most pleasing to me. I took the chance without ever seeing Baltimore before. I lucked out with a great situation. I love my principal, the students, and the staff I work with. The entire work environment is communicative, supportive, and fun to work with. The students love me and I love teaching them. I have no intention of leaving Baltimore city any time soon. I am an easy plane ride away to Buffalo, Syracuse, and Rochester whenever I want to see my friends and family. I have no family in Baltimore; however I have made several very close friends. I am currently in a wonderful relationship with my girlfriend. Everything is working for me currently from my living situation, to my job, to my personal life.
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