Friday, March 12, 2010
Final Thoughts
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Final paper
Classroom Discipline Plan
We will respect eachother A natural consequence of this would be that respect is not shown and two or more students will have conflict in the classroom. When one is threatened it is only natural to fight back. This will ultimately break down the sense of community that I am trying to build as a classroom.
We will always give 100% The focus in my classroom will be not on the grade, but that every student reacher their full potential. A logical consequence of this would be that if each student gave 100%, then everyone would pass with a lot of A's and B's being earned.
We will be positive Life happens, some concepts are frustrating, and some people are annoying. However, as a class we will acknoledge this and make the decision to live in the positive. A natural consequence of this is that students will absorb more of the content and increase their social interactions because they are not consumed with negative thoughts.
We will listen when the teacher is talking Nobody likes to hear the teacher talk too much. So to keep this short, the students will all listen while he/she is talking. This way he/she won't have to repeat themselves and make the lecture longer. A logical consequence of this is that as each student pays attention, they will grasp more of the content, and thus be more effective in group work.
We will actively participate in groups Groups are only effective and successful when everyone in the group is sharing their ideas - right, wrong, or just confusing. This leads the whole group to a deeper understanding of the issue/problem. A natural consequence of this is that the students will form better relationships with eachother because they have more social interaction. A logical consequence of this would be that students will be more engaged because they are participating and not just listening.
We will always give 100% The focus in my classroom will be not on the grade, but that every student reacher their full potential. A logical consequence of this would be that if each student gave 100%, then everyone would pass with a lot of A's and B's being earned.
We will be positive Life happens, some concepts are frustrating, and some people are annoying. However, as a class we will acknoledge this and make the decision to live in the positive. A natural consequence of this is that students will absorb more of the content and increase their social interactions because they are not consumed with negative thoughts.
We will listen when the teacher is talking Nobody likes to hear the teacher talk too much. So to keep this short, the students will all listen while he/she is talking. This way he/she won't have to repeat themselves and make the lecture longer. A logical consequence of this is that as each student pays attention, they will grasp more of the content, and thus be more effective in group work.
We will actively participate in groups Groups are only effective and successful when everyone in the group is sharing their ideas - right, wrong, or just confusing. This leads the whole group to a deeper understanding of the issue/problem. A natural consequence of this is that the students will form better relationships with eachother because they have more social interaction. A logical consequence of this would be that students will be more engaged because they are participating and not just listening.
Monday, March 8, 2010
RR5: "The Debate Over Differentiated Pay"
I choose the article "The Debate Over Differentiated Pay: The Devil Is in the Details" for my reading response. In looking through the list of articles this one caught my eye because it will have a great impact on me as a future teacher. In addition, I have heard a lot of talk about differtiated pay, or pay for performance, but I am not exactly clear on how it would be set up or what it looks like.
One of the points that the article makes is that differntiated pay can take the shape of many forms. A common misconception is that each teachers bonus will be based on their students test scores. In fact, most pay for performance is set up with several different categories, including education levels, peer and principal reviews, and student performance that is not solely focused on test scores. To illustrate two vastly different pay for performance models the article looks at Florida and Denver. Florida implemented a system with a top down approach that focused largely on student performance on the standardized tests. The performance pay was directed in large portions to the more affluent schools, only 3 percent of teachers working in lower income schools received performance pay. Needless to say, the program has been a huge failure.
On the other hand, Denver implemented a system over a long period of time, taking into consideration the teachers opinions, and even tried it temporarily before implementing it for all new teachers. Existing teachers had a choice of whether to join the new program or stay with the old one. Bonuses for test scores are less that one percent of a teachers total compensation. The difference in these two plans is that Denver asked the teacher's unions to help them construct an effective plan. If pay for performane is going to be the way of the future, then their has to be an initial buy in from teachers and union representatives. The only way the politicians are going to get this buy in is if they are willing to listen and implement to teachers' ideas.
One of the points that the article makes is that differntiated pay can take the shape of many forms. A common misconception is that each teachers bonus will be based on their students test scores. In fact, most pay for performance is set up with several different categories, including education levels, peer and principal reviews, and student performance that is not solely focused on test scores. To illustrate two vastly different pay for performance models the article looks at Florida and Denver. Florida implemented a system with a top down approach that focused largely on student performance on the standardized tests. The performance pay was directed in large portions to the more affluent schools, only 3 percent of teachers working in lower income schools received performance pay. Needless to say, the program has been a huge failure.
On the other hand, Denver implemented a system over a long period of time, taking into consideration the teachers opinions, and even tried it temporarily before implementing it for all new teachers. Existing teachers had a choice of whether to join the new program or stay with the old one. Bonuses for test scores are less that one percent of a teachers total compensation. The difference in these two plans is that Denver asked the teacher's unions to help them construct an effective plan. If pay for performane is going to be the way of the future, then their has to be an initial buy in from teachers and union representatives. The only way the politicians are going to get this buy in is if they are willing to listen and implement to teachers' ideas.
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