Teacher Panel Reflection

The Teacher Panel was very interesting for me.  One of the things that really caught my interest was when the question of how much technology should be allowed in the classrooms was brought up.  I am all for using and integrating new technology as much as is helpful when it comes to teaching, but I was really, really surprised when one of the teachers said that every kid in his classroom had their own laptop.  From my own personal experience, having my own laptop is extremely convenient, and it is a great resource.  However, I am a college student, not an elementary student.  I find the fact that each student has their own computer in an elementary/middle school setting, kind of disturbing.  From what the teachers said, every spare minute of time that the kids get, they are glued to their computer, playing games, on the internet or on Facebook.  

When I heard all of this, I kind of related it back to our discussion on development last week.  In my personal opinion, I feel that elementary and middle school kids should not have their own laptop computers.  It is just not developmentally appropriate at that age.  It seems to me that it takes away from their hands-on learning activities, and their ability to learn some basic skills like calculating math problems, problem solving and imagining, and establishing a good use of vocabulary.  These are things that we can't afford to lose in education.  I feel especially strong about this coming from a future art teacher's point of view.  Creating art is an extremely imaginative, hands-on, original process. This cannot be done on a computer.  Sure there are computer programs that can assist kids in learning about how to make art, and in making graphic design pieces, but they are still just that, computer programs.   I feel that these days kids are being rushed to grow up and be tech savy.  In this we are taking the simple pleasures like developing imagination, playing outside, and reading books away from them.  I see this as very unfair because these kids don't even know what they are missing because they have never experienced childhood as anything different.  I think that part of our responsibilities as teachers is to make sure that these kids still get to be kids while they are young. 

Paper Clips and Chapt. 2

Paper Clips

I wasn't expecting this, but watching Paper Clips was inspirational for me.  As I have just recently decided that I wanted to teach and have begun to take Education classes, I feel myself questioning my ability to become the kind of teacher that is successful, and that I want to be.  I am the kind of person that likes to have a plan and be prepared for everything.  I guess I am afraid of the high degree of spontaneity that is undoubtedly involved in teaching.  Sure I will have to have all my lessons planned out and follow certain structures, rules, and curriculums, but everyday in the classroom will be different.  Many people enjoy this aspect of teaching, whereas I feel kind of threatened by it. What happens if I don't have an answer to a child's question, or I am unable to "get through" to a student?

The Paper Clips project helped me to see and understand that even though I am going to eventually have the label of "teacher," that does not mean that I still can't learn or be taught.  I was really impressed to see that the teachers at the middle school were equally involved in the project as the students were, and they as well were actively learning about the Holocaust, right there along side the students.  There were many times when the teachers themselves did not have the answers, but this did not stop them, or hinder their ability to teach the students.  They simply kept going and figured out a way to find an answer or solve a problem.  From this I see that everyday will be a new learning experience for me, but because of that, I will become a better teacher everyday.

Reading on Development -Chapt. 2

One major point that seems to come up across the board surrounding the teaching profession is the key goal of being able to motivate the kids to learn and to put in the work that goes with it.  I have found that this is probably most important in the subject area of art, which is what I plan on teaching.  There is this huge misconception that you have to be talented or "good" at art in order to be successful at it.  I truly believe that people have a hard time thinking of art as something that can be taught.  For some reason, many people believe that this ability to be good at art is only give to some people, and those are lucky people.  For the rest of us, we just don't have that gift so why even bother because we will never be able to create anything comparable to the talented people.  It is true; some people do have a natural talent for things like drawing, painting, or pottery.  However, this DOES NOT mean that you are automatically incapable of creating "good" art or learning how to do so.  I found that our development discussion tied in really well with this.  Developmentally some people are ahead of others.  During my J-term clinical experience in the classroom, I heard a lot of kids saying, "This is too hard," "I am bad at this," or "I can't do this."  It is not that they can't do it, it is just that they haven't tried or practiced enough.  I think it is important to be aware of the early-later experience issue when looking at these kids.  They may not be the best at art now, but maybe that is because they haven't had an earlier opportunity to learn, or to be taught the basic skills that others may have already had.  As teachers, we need to know that every one of our students has a gift/talent.  Even in the art classroom.  It will be my job to build on those strengths and create a niche for each student.