Appalachian Culture Competency--Ciera Rinck

The article I read for this week was in the category of rural populations with a focus on Appalachian Cultures.  The article was edited by Susan E. Keefe and is a part of Appalachian Cultural Competency: A Guide for Medical, Mental Health, and Social Service Professionals.  The article largely focused on people from Appalachian Cultures and the history that makes up who they are--which is an important part of knowing your students.  The assumptions of the author seem to be "for" the people living in Appalachian Regions with a purpose of creating a voice for these people within regions outside of Appalachia.  By looking at the history of these people they can be better understood.  For example, many of the people who currently live in the regions of Appalachia came as immigrants seeking religious and political freedom and the story of these people is really sad, but I think many people are reluctant to learn about the history of the people or students they are working with--this can be a very important aspect to understanding students and the way they learn or the way their parents think which will ultimately effect the students worldview.  The article also emphasized the importance of the culture of people in Appalachia in terms of family connections and their importance in the area.  As a history major I feel like it is extremely important to understand and partake in perspective taking when working with people in any profession, but as a teacher I think that making connections with your students is extremely important and beneficial in educating children.  Students should be able to trust their teachers.  This point goes along well with the idea that oftentimes people who aren't part of Appalachia see people who are from the region as "backward" "ignorant" and even "historyless," however, these people are rich in culture and see themselves as strong, independent, having strong ties to their personal community, having a distinctive linguistic dialect, and a social structure based largely on kinship.  As teachers it would be a huge disservice to our students if we followed suit of the public view and believed and treated our students in a stereotypical way.  Finally, the author of the article claimed that often times people make the mistake of reading cultural differences as a deficit. It is a shame that people do this, I can say I have been guilty of doing this before I came into the profession of teaching, however it is important to take into consideration the differences of your students when planning lessons and differentiating instruction and as I have worked with a variety of students it has become clear to me that every student I have come across has potential no matter their background.  Incorporating aspects from the diverse variety of students within the classroom community will create a culturally accepting and rich classroom environment that will benefit students in their lives for years to come. 
I really enjoyed this article, and I think it really culminated much of my educational experiences.  It is important to accept each and every student you encounter as a teacher and to understand and connect with them on a personal level by incorporating their likes, beliefs, and family background into classroom lessons and activities.  On a final note, the article mentioned that a positive identity is difficult to maintain in the face of prejudice and discrimination--the dilemma is that Appalachians (and really any group of students that are seen as "different") are often forced to choose between two equally unacceptable identities: on one hand they are just like everybody else and undeserving of any special attention; on the other hand that their culture is inferior and to blame for most of the social problems in the region.  By falling into the group of people that shun those from different backgrounds it will only discourage students, however by showing acceptance and understanding, students can break the cycle that they fall into just from the encouragement of one teacher--it sounds cliche, but I really believe that teachers can change the world through creating encouraging and positive environments which allows their students to be great and accomplish things that seem impossible

Ciera Rinck: Chapter 3 QTC

(3.1) Personal and social development can have a major influence on both individual student learning and the learning environment as a whole.  Identify a case from the CSEL guidelines* that you would like to address in your paper.  Then, examine the possible developmental factors that could be influencing your target student(s) or classroom in the case study.  Consider all dimensions of personal and social development, including cognitive, language, social, emotional, and moral development. *CSEL guidelines can be found under CSEL Artifact. Cases are included at the end of the document. Choose the case that best suits your desired grade level.

The case study I will be examining is the elementary education case study, Lisa.  During small group time, Lisa is having trouble cooperating with her group members.  She gets angry with others if she does not get the job she wants, and she refuses to do her part in contributing to the groups leaning.  She is constantly interrupting her group members and she does not pay attention when her group is preparing for class presentation.  According to the textbook, personal development is development, with age, of distinctive behavioral styles and increasingly complex self-understandings; whereas social development is development, with age, of increasingly sophisticated understandings of other people and society as a whole, as well as increasingly effective interpersonal skills and more internalized standards for behavior.  Considering the dimensions of personal and social development may allow for some insight as to why Lisa is having trouble with group work and her classmates. 

Looking at social cognition it seems that Lisa may be lacking processes that allow her to think about how other people are likely to think, act, and react in various situations.  If Lisa is lacking these skills, it may be difficult for her to make friends and work skillfully in a social setting with her peers.  Also, Lisa may be lacking the ability to look at a situation from others points of view—or perspective taking.  She may not recognize that her actions and disruptive behaviors are counterproductive to the group. 

Other developmental factors that could be influencing her behaviors may be her emotional and moral development.  It seems Lisa may be emotionally and morally below the levels of her peers, therefore it is difficult for her peers to get along with her.       

(3.2) Check out tables 3.1 (p. 75), 3.2 (p. 83) and 3.3 (p. 91) with particular attention to the age ranges you are interested in teaching.  Identify your personal favorite ways that an educator can promote a child’s sense of self, perspective taking, and moral reasoning skills.

To promote a sense of self for first grade students, I would “encourage students to extend their abilities by tackling challenging tasks they think they can accomplish” (p. 75).  I think this strategy encourages students to be ambitious with their studies and thus encourages success in higher grades as they progress through school. 

To promote perspective taking, I would “ask questions about thoughts, feelings, and motivies during storybook readings; encourage students to share and compare diverse perspectives and inferences” (p. 83).  I think by using this strategy students are able to engage in real world skills and they are simultaneously exposed to other perspectives than their own. 

To promote moral reasoning skills, I would “model sympathetic responses; explain what you are doing and why you are doing it” (p. 91).  I think it is important to model how you want students to act, and by explaining it students are exposed to skills they will have to use in real life scenarios. 

Case Study #1: Abuse

One of your 4th grade female students is very well developed physically and looks as if she is 15 instead of 9 years of age.  Today you heard a group of 5th grade boys commenting on her body in a lewd and humiliating manner.  Two other teachers also heard these comments, but just blew them off as "boys will be boys," and "she needs to get used to it."

This behavior is very inappropriate and should not be regarded lightly.  As teachers we are in a position of power, while our students are not--and as teachers we should honor each and every student.  This form of abuse would be considered emotional maltreatment because the 4th grade student is being belittled, ridiculed, and humiliated by her peers.  As a teacher I would be considered a mandatory reporter, legally and ethically and it is important to remember that the child comes first.  If I witnessed this happening the first thing I would do is record the situation in writing as soon as it happened.  Then I would report it to my school principal or supervisor (for this particular circumstance I do not think it is necessary to be reported to child protective services).  After talking to my supervisors and having a de-brief session I would inform the child's family because they deserve to know, and I would be sure to keep the information confidential.  (As a side note in trying to address subtle nuances that must be interpreted and addressed I may notice that this particular student has a low self-esteem or poor self image, excessive weight gain, or somewhat of a disheveled appearance, but I would not consider this child as abused at home, because there is not enough information  provided in this case study to know that.  Also, I would know how she acted in class since she is my student and could better interpret this student, but I do not think this is an issue of this particular case study.)  After the matter had been settled I might suggest to my principal the need for a review of the Tennessee Teacher Code of Ethics due to the other teachers belittling of the actions of the fifth grade boys to ensure the comfort of each and every student within the school. 

Chapter 2 QTC--Ciera Rinck

(2.1) One of the most cited theories of human development is that of Swiss biologist Jean Piaget.  After reading about Piaget’s basic assumptions (p. 27-32) look with particular attention at the stage of child development you would like to teach.  The other most cited theory of human development belongs to Russian developmentalist Lev Vygotsky.  Vygotsky’s theory of cognitive development leads us to expect greater diversity among our same-aged students than Piaget.  Given these two influential theorists’ ideas on cognitive development, how might you accommodate students who are not yet working at the level of their peers? 

As a constructivist Piaget believed that children are active and motivational learners, that they construct rather than absorb knowledge, that their interactions with physical and social environments are essential for cognitive development, and that children think differently at different ages.  He believed that students go through developmental stages at specific ages.  On the other hand, Vygotsky expected more diversity among students at the same age.  I think on this aspect I agree with Vygotsky.  I believe that students come with a myriad of different backgrounds and environments.  It makes sense, at least to me, that they are going to have different views and opinions about certain aspects and that they will differ developmentally.  One example I can think of is when I was in a third grade classroom observing a few weeks ago.  The students were given a math problem about the proper unit of measurement to figure out the weight of a watermelon.  All of the students were the same age but they had different answers.  A couple of the students got the wrong answer because they had never held a watermelon or seen it compared to any other fruit.  This may be a simplified example, but I think simply shows that sometimes students of the same age can have different world views and perceptions about things.  I think the best way to accommodate students who may be behind compared to their peers is by exposing them to as much as you can.  For example, bringing in things to class (such as manipulatives), taking field trips, showing videos, using a high frequency of academic language, and presenting students with multiple perceptions and perspectives of the world is a great way to accommodate students who are not yet working at the level of their fellow peers.  Other ways to help students catch up with their peers could be done through group discussions and authentic learning activities (such as project-based and problem-based learning).  Through exposing students to the different opinions and wold views of others, those students who may be considered behind their peers could expand their horizons and potentially catch up to their fellow classmates.     

(2.2) Theories in educational psychology promote the idea that language plays a critical role in cognitive development.  Examine Table 2.2 (p. 51), paying particular attention to the age range that you are interested in teaching.  Consider how you might incorporate or adapt the strategies presented for use with your own students.

This question reminds me of the study done with students from professional backgrounds who heard millions of more words than students from non-professional families--I think this is one of many examples that clearly illustrates the sheer importance of language in cognitive development.  I strongly agree that language plays a critical role in the development and educational success of students.  I am interested in teaching third grade. Some of the strategies specific to third through fifth grade offered to incorporate language skills within the classroom setting include but are not limited to teaching irregular word forms, beginning instruction about the parts of speech, using group discussion as a way to explore academic subject matter, and having students create short stories that they present orally or in a written format.  I think these are all strategies that I will use in my future classroom.  One of my mentor teachers highly valued language--as a result she was constantly incorporating vocabulary and irregular verb forms in every subject.  She constantly had students thinking about the parts of speech, certain words and their meanings, and how the words applied to different subject students were studying.  For example, she would talk about math during stories as well as parts of speech when they ran across a simile or metaphor in their readings.  I think that using group discussion and modeling how to incorporate certain academic language within everyday language is a very useful tool for promoting language to students.  Also, I think students are more intrinsically motivated when they are choosing what they write about, I think I will give my future students much time to free write so they can enhance their academic vocabulary.  Also, as a teacher I will try to constantly model academic language in my everyday classroom speech so students are constantly exposed to language that will help their cognitive development.  

Ciera Rinck Chapter 10 QTC

Q1: Lower Order Thinking (Knowing, Understanding, and Applying):  What are at least three of the basic principles and assumptions of social cognitive theory?  Name at least one example that you may see in the classroom that you could apply social cognitive theory in the classroom. 

Q2: Higher Order Thinking (Analyze and Create):  What are some ways that you could promote or create self efficacy among students and teachers within your future classroom/school setting?  Create at least four tips for raising self-efficacy and analyze how this could create a better learning environment. 

Ciera Rinck QTC Chapter 9

Q1: Lower Order Thinking (Knowing, Understanding, and Applying):  What are at least 3 principles or assumptions that are implied through behaviorism?  Think of at least one supporting example that you might see in the classroom. 

Q2: Higher Order Thinking (Analyze and Create):  After carefully considering the ideas and principles of the behaviorist views of learning consider the grade level you want to teach and create three or four strategies that you could use as classroom management tools (that follow behaviorist theories) and briefly discuss how these strategies may be useful in your future classroom.  

Barb Rentenbach

I wasn't quite sure what to expect at this presentation by Barb Rentenbach.  However, I thought it was very interesting and it really opened my eyes and gave me a new perspective about people with autism--and students in general.  Barb (and her assistant) brought up the fact that there is no gold standard brain.  In today's world of standardized testing it seems like policy makers believe their is a gold standard brain--and standardized testing determines this status.  In my opinion, Barb really epitomized the statement of "no gold standard brain."  Barb was brilliant and she was funny too, but in her book and the video of her readings she claimed that people look at her and think she is limited, while she is limited physically she is really brilliant, yet people judge her by her appearance: this is a huge dis-service to people with autism and students in general.  No ones potential should be based on their appearance or their past performances.
One thing I thought was really interesting about the presentation was when Barbs assistant claimed that the best treatment is connection.  I think this can be applied to every student--it is essential to make connections with students of every type so they can learn from educational experiences.
I think the saying "we learn from those we serve" perfectly describes Barb's situation and my educational experiences--it is important that teachers are constantly learning, and what better way to learn than from your students?  I feel like I gained much knowledge from this presentation and I thought it was really inspiring that Barb could do such amazing things despite her autism.
Finally, another thing I will take away from this presentation is something that Barb's assistant said when she was referring to students and people with autism, that is we are asking them to do things that are easy for us--it is frustrating to try to do things that seem to come easily for others; this is often the case with education too.  I think that when dealing with people in general, but especially students in the classroom (whether it be general education or the special education classroom) that we, as teachers, should remember that all students learn differently and that we must take this into consideration daily--we are not teaching a class, we are teaching individuals who vary in many ways. 
I will certainly take away a lot from this experience, as I have stated above.  I think this relates to our class in many ways, but mostly I think it relates to thinking and differentiation.  Teachers must constantly be critically thinking about how to make classroom instruction work for each and every student.  This brings in differentiation--all students learn differently and in order for teachers to make learning effective and meaningful they must differentiate instruction based on their students needs and learning abilities.  Overall, I felt really empowered and inspired by Barb and her presentation.

Ciera Rinck QTC 8.1 and 8.2

Q1: Lower Order Thinking (Knowing, Understanding, Applying):  What is critical thinking and what are at least three forms it can take?
Q2: Higher Order Thinking (Analyze and Create):  How could you create a classroom environment that is conducive to critical thinking?  Name at least three ways to nurture critical thinking and describe one way you would demonstrate or apply it in your future classroom. 

Ciera Rinck QTC 7.1 and 7.2

Q1: Knowing, Understanding, Applying (Lower Level)
Explain construction in your own words, and think of a time when you have used construction in your learning.  What is one way that you can help your students use construction skills and methods to better solidify their learning and understanding?
Q2: Analyze, Create (Higher Level)
Analyze the nine tips the book gives on distributed learning on page 221-222 and discuss the importance of at least three of them in creating an environment conducive to learning.  Do you think that distributed cognition is something you will use in your classroom or do you prefer students work individually?  Then, create a quick classroom activity where students use distributed cognition effectively and discuss the criteria that it meets (based on pages 221-222). 

6.1 and 6.2

6.1--Higher Order Thinking (analyze and create):  How could you, as the teacher create an activity that would yield to working (or short term) memory and make it easier for students to put into long term memory?

6.2--Lower Order Thinking (remember, understand, and apply): What are some ways to create a meaningful learning experience?  As a learner which do you prefer? As a teacher? 

Ciera Rinck 15.1

Turn to p. 559 in Ormrod’s text.  Now, imagine that you are meeting with Ingrid’s grandmother today to explain her scores on the recent standardized achievement test pictured at the bottom of p. 559.  What will you tell her about Ingrid’s performance? her strengths? her weaknesses? 

When teachers, parents, and students receive test scores it is very important that they can interpret and understand the scores and what they mean.  Standardized testing is very common in the educational arena today and if the numbers are not understood, then they are useless.  When explaining the test scores to Ingrid's grandmother I would start by telling her a little about the standardized test that Ingrid had taken--I would tell her that standardized tests are developed by test construction experts and published for use in many different schools and classrooms to help teachers measure students progress in certain subjects.  Then I would explain that this particular test measures Ingrid compared to her peers--I would explain that not all students are comfortable with taking tests, and that this is just one way to measure scores.  Then I would go on to tell her what each column meant, starting with the stanine column.  I would explain that this is a standard score with a mean of five and a standard deviation of 2 (and it is always reported as a two) and further explain that each number reflects a range of test performance.  I would then further explain the scores telling her that Ingrid scored above average in reading comprehension (with a percentile of 92), science (with a percentile of 90), and social studies (with a percentile of 84), average in math concepts (with a percentile of 57), and below average in spelling (with a percentile of 39) and math computation (with a percentile of 37).  I would explain to Ingrid's grandmother that Ingrid needs to continue to study hard on the subjects she scored well on and try to focus more attention on subjects she is struggling on such as spelling and math computation.  I would ensure Ingrid's grandmother that I would work with Ingrid during the school day and would offer to send practice work home.  For Ingrid's below average spelling score I would pull up past writings and spelling tests completed by Ingrid and try to figure out exactly what it was she has been struggling with--then from there I would know how to more specifically help her.  I would also suggest that Ingrid and her grandmother work on spelling together at home--it could be a simple thing to do.  For instance, she could spell what they were having for dinner or places they would like to visit or things they like to do.  Another helpful tool may be the dictionary--if kept close this is a powerful tool and by looking up words it could help Ingrid remember and learn to be a better speller.  I would take a similar approach to figuring out why Ingrid scored low in math computation by looking at past tests and work turned in that dealt with math computation.  I would suggest to Ingrid's grandmother that they practice computing math (after all, practice makes perfect!).  They could calculate change at the store together or practice subtracting, adding, dividing, and multiplying their favorite television channels or the addresses of neighbors and friends.  I would tell Ingrid's grandmother that getting extra help at home can be very useful to improving Ingrid's test scores, and ultimately she could become a much stronger student with the extra practice.  

Ciera Rinck 14.2

Consider norm referenced assessment and criterion referenced assessment. Are there advantages to both? Are there disadvantages?

Assessment is an important part of the educational process.  Assessments can help students and teachers alike when evaluating where a student is or the progress that is being made.  Norm referenced testing compares a students performance to their peers, while criterion referenced assessments indicate mastery or non-mastery of specific topics.  I think that there are advantages and disadvantages to both forms of the assessments.  
Norm referenced assessment would be useful in determining how students differ from one another and it could be used to see how they stack up to other students their same age or grade level.  Norm referenced assessment would allow a teacher to easily pick out where a student is struggling and then more attention and focus could be yielded for that area of study.   Some disadvantages to this test is that some students will be guaranteed a failing grade and the students who perform above average aren't necessarily "A" performing students, there are many factors that go into assessment, personally I am not a fan of norm-referenced testing--I don't think it is necessary or reliable to compare students to others as often as we do in today's educational environments.  Other disadvantages to norm referenced testing is that they do not supply quality measures of a students overall skills or knowledge and they are timely and costly in nature--teachers and students give up weeks of the year to study, prepare, and take norm referenced assessments. 
Criterion referenced assessments are based on a predetermined scale or criteria.  Some advantages would be that this kind of evaluation sets minimum performance expectations and demonstrates what students can or cannot do in relation to important standards.  Criterion referenced assessments allow for recognition of improvements among a students overall achievement.  One disadvantage I can think of is that there is no way to compare the data gained from this type of assessment to compare to other students or schools--so it may seem unreliable to some.  A criterion referenced assessment could be very difficult to create--and could not be used to determine the set of skills beyond a particular subject area.  
Overall, choosing how and in what ways to assess your students can be a very difficult task to complete.  I think the best way to choose assessment methods would be to mix it up throughout the school year--after all, assessing the same way every time does not seem to leave much room for students to demonstrate all that they know or have learned.