Figure out "who" you're teaching, and decide from that "how" you'll teach and assess their learning!

I could have commented under Raquel's and Erin's posts, but since they're speaking for some others of you, I want you all to be able to see this response.

My first reaction was to be worried about this, and to try to reassure you all, and try to explain again...BUT...

There's really no need to stress over this...I gave a very detailed explanation of this in class, a handout with a rubric, and also told you to search for samples online. There are many examples to refer to.

I also posted a summary of the explanation here on October 16, entitled Contextual Factors. Remember, this is a "practice" paper for part of your Teacher Work Sample (TWS) as a senior when you're student teaching.

This class is not by any means meant to prepare you for junior field. It's a "gateway" class to allow you to decide if you really do want to go into the field of education. Before you're eligible for junior field you have to take at least two prerequisite education courses: EDUC 3000 & EDUC 3400. And you should really take more; like EMSE 3300 and maybe EMSE 3903. Maybe even 3123 & 3140...

These classes will help you with curriculum and lesson plans and more. Both Pat Klein and I spoke to you about this--so rest assured that you will not be pushed in front of a class of children without preparation.

Also, technology is not important for the future--you all need to understand that it is happening now, and that sometimes things that are new make us feel uncomfortable-I warned you about that...and I also told you that it's okay to feel uncomfortable. If you were completely at ease with all of what's going on, then where's the stretch? Where's the learning?

Here's my biggest challenge in teaching you--this course or any course I may have the privilege of teaching...it is to guide you to test your abilities to learn on your own. You can't imagine how difficult it is to untrain students so they take control of their own learning--to become less passive--and just to take chances. To think critically. No mistakes or risks = very little if any learning. Being uncomfortable, taking chances, making mistakes in a safe environment (our classroom) = learning. I don't want you feeling like everything you do in this class is a snap and no problem. I want you to solve problems.

I'm saddened that you have to worry about expressing yourself honestly because it may affect your grade. Don't get me wrong, I'm not ridiculing or dismissing your concern. It upsets me. I would have hoped that through our interactions in class you would have a better feel for who I am (or at least you would have heard through the grapevine that I'm a relatively easy grader ;-)

AND FINALLY...I am not going to stand in front of you and lecture for three hours. You will continue to make presentations. As we discussed, your next presentation will be a collaborative effort. We'll talk about projects and scheduling this Friday. And, as a friend of mine always writes in closing: Life is Good!

In other words: