Technology in the Classroom

We definitely live in a day and age when technology is prominent in the lives of everyone, even our children. My students, who are in 6th grade, spend hours everyday using technology. Most of my students communicate with their friends mostly through text messages and they all have computers at their homes. It was about two years ago when I realized that if I was effectively going to engage
my students, I needed to increase the amount of technology I used in my classroom. One of the “projects” I adopted was that of a classroom blog. I created a blog on our classroom website and assigned my students weekly homework that needed to be posted to the blog. Usually the assignment includes reading an article and posting a response or summary. I was expecting my students to love the weekly blog assignment, but to be honest, most of them hate it. I think they dislike it because it isn’t something that can be done quickly; it requires critical thinking and it’s difficult for students who struggle with writing. The parents of my students usually love the blog assignment because they are able to access their child’s writing and see the writing that other students have posted. I have tried to increase student effort on the blogs by choosing some of the best blogs each week and posting them in the classroom (I make a conscious effort to make sure that different students are chosen each week). I also try to add some degree of choice to the assignments by sometimes allowing the students to choose what article they’d like to read or what topic they’d like to write about.
I am torn about how I feel about the blogs. On one hand, they’re effective and I see how the students’ writing improves throughout the year. I am able to give the students quick feedback about their writing and the blogs ensure that the students practice writing on all different topics. Overall, it is a great teaching tool. My reservations about the blogs come from the fact that technology isn’t foolproof. Often students will post to the blog, but it won’t end up showing up on the website. Sometimes the blog won’t work on a child’s home computer and I’ll have to make arrangements for the assignment to be completed at school. Another thing that bothers me about the blogs (which I hate to admit) is that they take me forever to grade. I always have to spend an hour or two on the weekend grading them and providing feedback. Sometimes I wonder if all the work is really worth it.
I am pretty certain that I am going to continue to use blogs in my classroom next year, but I am hoping to try to make some adaptations that might reduce my frustrations. This summer, I also learned how to use GoogleDocs. I think that my students might have a great time working on GoogleDocs and it would be a great way to incorporate both technology and cooperative learning. The way I figure it, technology isn’t going anywhere, and so I better keep learning new ways to utilize it in the classroom so that I can stay one step ahead of my students.

Fairness

Social bonding plays a very important role in motivating students because it increases students’ sense of membership and belonging. While discussing the importance of social bonding, Alderman (2008) mentions how essential it is that students believe that they are being treated fairly in comparison to their peers; children of all ages are aware of subtle inequalities and discrimination, both of which have a negative influence on an individuals sense of membership. Alderman asks, “To all students have equal access to resources and the best teachers?” (208).
When I read that question, it stopped me in my tracks. I think most of us who are involved in the American education system would answer a resounding “no” to this question. There are inequalities all throughout the education system, most of which related to socio-economic status. There are several reasons why lower-SES schools are typically underperforming. These schools often lack supplies and basic necessities, they have a difficult time recruiting high performing teachers, and when much of the school population is struggling to survive, school takes a lower priority. These reason were obvious to me, but it had never been quite so clear to me that the lack of fairness in lower-SES might play a significant role in the difficulties that these schools face. All you have to do is take a look at a school in an urban area of Denver and compare it to a school ten minutes away in the Cherry Creek School District and you will quickly realize that we are swimming in inequality. Kids are smart and they know when they are being denied a fair chance at resources. It is hard to develop a sense of membership within a school if students are feeling devalued in comparison to their peers who attend the school ten minutes away.
I certainly don’t want anyone reading this to think that I don’t believe low-SES schools can be successful because I know there are examples out there of excellent schools that have defied the odds. What are these schools doing right and how do we spread it throughout the nation?
Why does this inequality exist within our school system? Is it how we fund schools? Is it our class-driven society? Is it discrimination at work? More importantly, how do we begin to bring equality to our schools? How do we solve this devastating problem?
I definitely have more questions than answers this time

Motivation to Teach

Motivation to Teach

I watched Dangerous Minds last night and was immediately flooded with memories of being of naïve and carefree child. I was in 6th grade when I first watched Dangerous Minds and after watching the movie, I decided I wanted to be Michelle Pfeiffer when I grew up. No, I didn’t want to be Michelle Pfeiffer the actress, I wanted to be Ms. Johnson the teacher. I was filled with ideas of being an inspiring teacher that changed childrens' lives. I wanted to face the challenge of teaching and come out on top. I wanted to be the teacher that connected to all of her students and was passionate about teaching.
When I told my parents that I wanted to be a teacher, they supported the idea. I mean, I guess they supported it the way any parent can support a pre-teen girl; after all, almost every 12-year-old girl wants to be a teacher, vet or nurse. Years later, when I was in college and headed toward the profession of teaching, my dad spoke his truth. He told me, “Liz, you’re so smart, don’t you want to be something better than a teacher?” Ugh! After I got over being angry, I became even more motivated to teach. I would prove him wrong; I would become Ms. Johnson from Dangerous Minds and I would be so satisfied with my job that I’d make him eat his words.
My teacher prep program gave me a minor dose of reality, but I was still motivated and enthusiastic. I was ready to change lives on a daily basis and give teaching 100%.
Here I am, five years later, wondering where the Michelle Pfeiffer in me went. I am tired. I am underappreciated. I work my ass off, but I am no miracle maker. So what do I do? If this class has taught me anything about motivation, it’s that I need to figure out what I really want and start setting some goals.
So here is what I have come to. I am a 6th grade, general ed teacher, but I really like teaching math. I am tired of planning for every single subject. I am tired of feeling like I only have time to make “okay” lesson plans for every subject; I want to be able to make excellent plans in one subject. I think I want to teach older kids. I am going to work on getting an added endorsement in math. I need to pass the Praxis and I need to get more college units in math. I went to the library today and checked out some algebra and geometry books- step one. I know that teaching is the right profession for me, I just have haven’t found the right niche. I need to start making those baby steps toward my bigger goals if I am every going to be happy and get a little of my Michelle Pfieffer back. Here I go!

The Value of Extrinsic Motivation

Throughout this class, I have been thinking a lot about my own personal motivation and the strategies I use to motivate myself. I have always considered myself a motivated person; I am a hard worker, a go-getter, and pretty stubborn. My favorite form of motivation is proving someone wrong when they tell me I can’t do something. I am also pretty competitive with myself; I like to push myself harder and accomplish more.
I also understand the fact that I am both intrinsically and extrinsically motivated. I have a mastery and a performance goal orientation. For example, most of the time I have a deep desire to be a better teacher, but sometimes it’s all about teaching the best lesson I possibly can so that I can get a great evaluation. I am getting my Master’s degree because I love learning and being in school, but I can’t deny that the extrinsic motivator of getting a pay raise factored into my decision. Honestly, at the points when I have felt like quitting and just forgetting about my Master’s—you know, those early Saturday mornings when you know you’re going to spend the whole day stuck in the classroom—it’s been the extrinsic, not the intrinsic motivators that have kept me going.
Recently, I learned the value of being motivated both by intrinsic and extrinsic motivators. I have always been one of those slightly obnoxiously motivated morning people. I like to start the day out on a positive note; pop out of bed early, go to the gym, shower, eat a good breakfast, get to work early, and greet my students with lots of positive energy. I have always been intrinsically motivated to do this because it makes me feel so good and really contributes to my overall happiness. When I am ready for bed at 9 pm, like an 80 year-old, I am reminded of how fantastic my routine makes me feel. Then, about three months ago I fell while running, fractured my arm and was stuck in a cast. I was in tons of pain, drugged out on Percocet, and I couldn’t even find the motivation to get out of bed. Truthfully, I went from someone who had never once used the sleep button on the alarm, to someone who pushed the sleep button for over an hour (my husband loved it!). I would roll out of bed, throw my hair up in a ponytail and head to work. I was miserable. It took me a few days to realize that if I was ever going to make it through this, I was going to have to come up with a new plan. I started bargaining with myself –-- “ If you get out of bed and into the shower, you can stop at Starbucks on the way to work” or “If you actually pack a lunch to bring to school, you can bring along a dessert”. It was like bargaining with a little kid! I think I was in 3rd grade the last time I hadn’t wanted to take a shower, but here I was, a 26 year-old woman having to reward myself for showering. Silly as it felt, it worked well and it got me through a very rough period in my life. Now I have gone back to being intrinsically motivated to wake up in the morning, but I am not sure I would have made it through the end of the school year without knowing how to use extrinsic motivators.
I feel like research has made the use of extrinsic motivators in the classroom out to be something terrible. All the literature seems to frown upon extrinsic motivators, but I definitely see that there is a time and place to use them. Provided, I understand that kids that are only motivated by extrinsic sources aren’t going to get too far in life, but that doesn’t mean that they can’t learn to balance intrinsic and extrinsic motivators.

A Lesson in Motivation

I have always been the type of student that needs to make personal connections in order to understand new material. While I’m reading or listening to a lecture, I try to think of someone I know or some experience I have had that connects to the topic. Throughout the past two weeks of this class, I haven’t been able to get my baby sister out of my mind. I order to understand why, you have to know a little background about my sister.

I call her my baby sister because she is so much younger than me, eight years to be exact, and therefore she will always be the baby. She comes from a family of very motivated people; our father raised us to believe that achievement was all that mattered and the only way to achieve was to work hard. It was definitely a message that functioned as a double-edged sword; it forced us to develop a very strong work ethic, but it also made us base much of our self-esteem on our accomplishments rather than who we were a people. At a very young it was obvious to my entire family that Hanna wasn’t going to fit this mold. She didn’t have a whole lot of intrinsic motivation and she had no desire to follow in the footsteps of her two older sisters. This pattern was most evident in her approach to school.

In elementary school, she was an average to strong student and my parents had no cause for worry. Then she hit 6^th grade and some switch within her flipped; she began to describe herself as stupid and incapable. She stopped doing her homework and quit participating in class. Her grades dropped and so did her self-esteem. My parents were worried and decided to have her tested for learning disabilities. At the age of 13, she was assessed as having the short-term memory capabilities of a 4 year-old.

Despite this diagnosis, she never received the educational support she needed and therefore developed very negative attributions about herself and became the queen of self-handicapping strategies. She got involved in a million different activities so that she “never had time to study”. She took on the persona of someone who was forgetful and ditzy; she couldn’t do her homework if she was always forgetting the work at school. Anytime she did well in a subject, it was just because she was lucky. She claimed that all the teachers hated her and the especially terrible ones just wanted to see her fail. As a family, we all had the best intentions to help her, yet we were just reinforcing these attributions in her. We would tell her that all she had to do was work harder and study more; obviously, that strategy didn’t work.

It was her sophomore year of high school that she decided she couldn’t take it anymore. She was failing most of her classes and had become significantly depressed. On her own volition, she decided to research boarding schools. She found a school in Southern California that seemed to fit her needs; it wasn’t a college prep school, but it wasn’t a school for troubled teens either. Somehow, she convinced my parents that she just needed a fresh start and that sending her to boarding school was going to change everything.

As you can expect, it didn’t change everything or take all of her problems away, but it did make a significant difference. She thrived in the small classes and she got her homework done during the mandatory study hall. The next thing I knew, she was talking about going to applying to colleges; all she had to do was retake three classes in summer school. Three classes! I never thought she’d make it, but she did. In her senior year, she applied to colleges and finished up all her graduation requirements. Two weeks ago, she graduation and was chosen to give a speech. Here is an excerpt of what she said:

“My journey began in a small town in northern California; I grew up in a Christian family with two loving parents, and two older sisters. At a young age I did not like school, and this dislike continued through out my middle and high school years. In 7th grade I was told I wasn't smart, and was rarely encouraged by teachers. Once I got to high school this pattern continued. I was told by my advisor that I wouldn't be going to a four-year college and that I should just finish the bare minimum to get out of high school. After two years of this I transferred here, to Southwestern Academy. Upon arriving my attitude toward academics had yet to change. A few weeks into my junior year I knew that this school year would be different. After being dragged into opportunity everyday by my physics teacher, Ms. Brunjes, I asked her if I didn't care about my grade then why should she? She told me that she wanted me to pass, whether I liked it or not. Those words had never been said to me before. A teacher that actually wanted me to pass? After that I realized that with the help of my teachers, I could pass and do well. Now as a senior I am able to go home and tell everyone that had told me that I could never pass an get into a four-year college, that I can and that I did. All of this would never had been possible without a few people here that have helped me through my journey. “

There was the truth that I never knew. It was one teacher who told her she was stupid. It was one teacher who told her she would never go to college. Then, to undo years of damage, it was one teacher who told her that she wouldn’t let her fail. It was one teacher that told her she was capable of succeeding. Somewhere, in my baby sister’s little 18 year-old body, she had let go of all of her excuses and started believing in herself.

What did Hanna teach me on her graduation day? She taught me that attributional rewiring can work and self-handicapping can be overcome. Most importantly, she showed me that teachers and loved ones can make a significant difference for an individual student and change their entire approach to life. This is a lesson in motivation that I carry with me for the rest of my life.